跨学科教育的三重审视

The Triple Inspection of Interdisciplinary Education

目前,我国高校的传统专业教育仍占据主导地位,跨学科教育的广度和深度还须进一步拓展,以跨学科为依托的人才培养体系尚未真正形成。这既是受到社会文化与教育体制的影响,也受到理论逻辑与实务运作的牵扯。改变这种现状,有必要立足本质论、价值论与方法论层面,从学理上澄清跨学科教育的内涵与目标,凸显其对于国家建设、社会进步和个人发展的时代价值,在政策设计、专业设置、课程规划、教学形式、科教同构等方面体现跨学科特性,以促进学生形成跨界思维、知识结构以及解决复杂问题的综合能力。

At present,the traditional professional education in China’s colleges and universities still occupies a dominant position, the breadth and depth of interdisciplinary education still need to be further expanded, and the talent training system based on interdisciplinary has not really formed. This is not only affected by the social culture and education system, but also by the theoretical logic and practical operation. To change this situation, it is necessary to clarify the connotation and goal of interdisciplinary education from the perspective of theory of essence, axiology and methodology, highlight its contemporary value for national construction,social progress and personal development,and embody interdisciplinary characteristics in policy design, specialty setting, curriculum planning,teaching form, science and education isomorphism, so as to promote students to form cross-border thinking knowledge structure and comprehensive ability to solve complex problems.