场域压迫、主体共谋与大学“水课”的生成逻辑

Field Oppression,Subject Collusion and the Genesis Logic of“Water Courses”in Universities

当"水课"从口语转变成学术概念时,需要从课程目标、课程内容、课程实施、课程评价等方面对其内涵进行界定。大学"水课"的产生源于大学的场域压迫,课程与教学的弹性处境,课程主体的共谋沉默,以及管理者的视野盲区。因此,解决大学的"水课"问题,需要通过制度变革缓解大学的场域失衡,通过文化重建强化师生的个体责任,通过提升教学水平和完善教学评价保障课程的卓越品质。

When the term"water course"changes from a word of spoken language into an academic concept,its connotation needs to be defined in the aspects of course objective,course content,course implementation and course evaluation.The emergence of"water course"in universities results from the field oppression,the flexibility of curriculum and teaching,the collusive silence of curriculum subjects,and the blind area of administrators.Therefore,to solve the problem of"water course"in universities,it is necessary to alleviate the field imbalance through system reform,strengthen the individual responsibility of teachers and students through cultural reconstruction,and guarantee the excellent quality of courses by improving teaching standard and teaching evaluation.