大学课程与学科规训的一体相成、内在张力及跨学科挑战

he Two-way Construction,Internal Tension,and Interdisciplinary Challenges between University Curriculum and Disciplinarity

在大学演进的历程中,课程与学科规训具有一体相成性,具体表现为:课程的控制性是学科规训权力的主要来源,课程实施方式的革新生成学科规训的基本制度,课程传承学科范式属性依赖于学科规训中的认知排他性。大学课程与学科规训在目标、内容、科目、权力等向度存在张力,其必然性来自大学课程的校本性无法取代学科标准的普遍性,大学课程设计难以体现学科体系的复杂性,课程实施中不同学科之间存在明显的教育文化差异,课程均衡化管理无法弥合学科等级观念。当代大学“学科规训”课程面临着跨学科学术的挑战,跨学科活动的情境性拓展了大学课堂时空,跨学科活动的质量控制对学科规训的传统产生冲击。大学在坚持传统学科规训处于课程统治地位的同时,须确立学生作为知识自主建构者的课程理念,推动高深学问向学生个人知识的内化,积极创新跨学科活动的课程实践,以优化大学课程结构,增强其时代适应性。

In the process of university evolution, curriculum and disciplinarity have a bidirectional construction, which is manifested in the fact that the control of curriculum is the main source of disciplinarity power, the innovation of curriculum implementation methods generates the basic system of disciplinarity, and the inheritance of disciplinary paradigm attributes depends on the cognitive exclusivity in disciplinarity. There is tension between university curriculum and disciplinarity in terms of goals, content, subjects, and power. The inevitability of this tension comes from the fact that the school-based nature of university curriculum cannot replace the universality of disciplinary standards, the difficulty in reflecting the complexity of disciplinary systems in university curriculum design, the significant cultural differences in education between different disciplines in curriculum implementation, and the inability of balanced curriculum management to weaken the concept of disciplinary hierarchy. The contemporary university "disciplinarity" curriculum is facing interdisciplinary academic challenges. The situational nature of interdisciplinary activities expands the time and space of university classrooms, and the quality control of interdisciplinary activities has an impact on the traditional disciplinarity. While adhering to the traditional disciplinarity system, universities must establish the curriculum concept of treating students as independent builders of knowledge, promote the internalization of advanced knowledge into students' personal knowledge, and actively innovate interdisciplinary activities in curriculum practice, so as to optimize the structure of university curriculum and enhance its adaptability to the times.