向学习范式转型: 中国本土化的实践探索

Learning Paradigm and Its Localization in China

将资源投入高效地转化为人才培养,全面提升人才培养能力是我国高等教育内涵式发展的一项紧迫任务。作为世界高等教育发展的重要趋势,学习范式提供了一种思路:聚焦学生学习,全面推动从“教”到“学”的系统性改革。借鉴国际经验,植根中国大地,本土化的学习范式主张以学习为中心,通过整体性的学习环境,促进深度学习。其中,学习环境有六个要素:激发学习兴趣,赋予自主权;提高学习投入度;促进高质量师生互动;鼓励合作学习;提供持续有效的学业反馈;获得丰富的学习经历。在本土化实践中,我国已开展了评价体系建设、课程教学改革、组织管理创新等探索,但是总体处于起步阶段,局限在零星的院校,呈现散点状。为激活学习范式内生动力,全面提高人才培养能力,可从四个方面突破:国家或区域层面推动范式转型,院校内部达成“学习中心大学”的共识,提高全体教职员的接受度,完善“以学习为中心”质量保障体系。

At present,there is an urgent task in the connotative development of higher education:how to turn resources input into talent training,comprehensively improving the talent training ability.As an important trend in the development of higher education in the world,the learning paradigm provides a way of thinking:focusing on students' learning and comprehensively promoting the systematic reform from“teaching”to“learning”.Learning from international experience and rooted in China,the localized learning paradigm advocates a learning-centered approach.In a holistic learning environment,the interaction between teaching and learning can promote deep learning and enhance talent cultivation.In the localization practice of learning paradigm,China has carried out the exploration of evaluation system construction,curriculum teaching reform,organizational management innovation,etc.,but it is still in the initial stage and is limited to scattered colleges and universities.In the next stage,in order to activate the endogenous motivation of learning paradigm and improve the talent training ability,it is recommended to make breakthroughs in four aspects:promoting paradigm transformation in national or regional level,reaching“learning center universities”consensus,improving the acceptance of all staff,and perfecting the“learning center”quality assurance system.