走向课程秩序:高职教育科教融汇的具象逻辑

Towards the Order of Curriculum:The Concrete Logic of the Integration of Science and Education in Higher Vocational Education

科教融汇是推动高职教育抓住时代先机、获得战略主动、实现质态跃迁的关键举措。科教融汇从理念走向具象必须以课程作为中转站,而课程发挥其重要作用在于能够调和科技与教育融汇过程中产生的多元冲突,综合表现为一种“课程秩序”。这些冲突的调和,要求高职教育科教融汇课程在价值秩序上能够形成“求用→求真→求善”的价值位阶、在结构秩序上构建“横向跨界-纵向自生”的结构体系、在主体秩序上确立“行政-市场-专业”的最佳生态位、在制度秩序上织就“历时连续-共时联通”的制度网络、在评价秩序上塑造“主体协同-方式互补”的评价格局。这五大秩序的生成是一个从抽象到具体再到抽象、从无形到有形再到无形、从自发到计划再到自发的过程,其又依赖于高职教育科教融汇课程组织、制度、资源、实践等方面的动态生成。

The integration of science and education is a key measure to promote the qualitative transition of higher vocational education,seize the opportunity of the times and gain strategic initiative.The integration of science and education from the concept to the concrete must take the curriculum as the transfer station,and the important role of the curriculum to play the transfer station is to be able to reconcile the multiple conflicts arising from the integration of science and technology and education,which is comprehensively manifested as a“curriculum order”.The reconciliation of these conflicts requires that the higher vocational science and education integration curriculum can form the value order of“seeking use→seeking truth→seeking goodness”in the value order,construct the structural system of“horizontal cross-border-vertical self-generation”in the structural order,establish the best niche of“administration-market-major”in the subject order,weave the institutional network of“diachronic continuity-synchronic connectivity”in the institutional order,and shape the evaluation pattern of“subject coordination-way complementarity”in the evaluation order.The generation of these five orders is a process from abstract to concrete and then to abstract,from invisible to tangible and then to invisible,from spontaneous to planned and then to spontaneous.It also depends on the dynamic generation of curriculum organization,system,resources and practice in the integration of science and education in higher vocational education.