教育科学 ›› 2019, Vol. 35 ›› Issue (5): 1-16.

• 教育热点问题研究 •    下一篇

要勇敢面对一流本科教育这个世界性难题(笔谈)

潘懋元, 刘振天, 王洪才, 卢晓东, 吕林海, 叶信治, 汤智, 张继明   

  • 收稿日期:2019-09-30 出版日期:2019-09-15 发布日期:2020-08-18
  • 作者简介:潘懋元(1920- ),男,广东揭阳人,厦门大学教育研究院名誉院长,教授,博士生导师,主要从事高等教育基本理论研究|刘振天(1964- ),男,吉林榆树人,厦门大学教育研究院教授,博士生导师,主要从事高等教育原理研究|王洪才(1966- ),男,河北邯郸人,厦门大学教育研究院教授,博士生导师,主要从事教育研究方法论研究|卢晓东(1969- ),男,山西太原人,北京大学教育学院/教育经济研究所研究员,博士生导师,主要从事高等教育管理研究|吕林海(1977- ),男,江苏南京人,南京大学教育研究院教授,博士生导师,主要从事大学课程、教学与学习研究|叶信冶(1970- ),男,浙江文成人,福建师范大学教育学部教授,博士生导师,主要从事大学课程与教学研究|汤智(1972- ),男,湖南永州人,厦门大学教育研究院博士生,浙江工业大学研究员,主要从事高等教育管理研究|张继明(1979- ),男,山东潍坊人,山东师范大学教育学部博士后研究人员,济南大学高等教育研究院副教授,博士,从事大学治理研究

To Bravely Face the Worldwide Problem of First-Class Undergraduate Education

Pan Maoyuan, Liu Zhentian, Wang Hongcai, Lu Xiaodong, Lyu Linhai, Ye Xinzhi, Tang Zhi, Zhang Jiming   

  • Received:2019-09-30 Online:2019-09-15 Published:2020-08-18

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摘要：

本科教育是培养高层次人才的根本,也是培养科学创新型人才的起点。“双一流”建设背景下,建设一流本科教育日益成为社会共识,因为一流本科教育是一流大学之基。一流本科教育离不开高质量教学,高质量教学相信学生具有理性探究能力,只有坚持平等性、建构性和个性化原则,把能力培养作为教学的中心任务,才能进行有效的教学创新。合作学习是教学生态重建的抓手,也是提高教学质量、促进教学创新的一个重要向度。高质量教学需要可靠的保障机制,学生课程评估已成为高校教学质量保障体系的重要一环。但课程评估的主要目标是通过反馈以帮助教师改进教学,而不是对教师教学质量实施“监控”。一流本科教育最根本的标志是能够培养出一流人才,对“拔尖学生”的培养自然而然就成了人们关注的一个重点,学习投入、学习方法、学习情绪等“过程性指标”应成为关注的核心。一流人才的培养需要教学和科研发挥各自优势,协同育人。同时,一流本科教育依赖于一流的专业教育,一流的专业教育必须实现对传统专业教育模式的超越。

关键词: 本科教育, 教学创新, 合作学习, 课程评估, 优质学习, 协同创新, 专业教育

Abstract:

Undergraduate education is the foundation for cultivating high level talents and the starting point for cultivating scientific and innovative talents. Under the construction of “Double First-Class” universities, the construction of First-Class undergraduate education has increasingly become a consensus of people in the whole society, because First-Class undergraduate education is the foundation of First-Class universities. First-Class undergraduate education is inseparable from high quality teaching. High quality teaching believes that students have the ability to explore rationally. Only by adhering to the principles of equality, construction, and individualization, and taking ability training as the central task of teaching, can effective teaching innovation be truly achieved. Cooperative learning is the starting point for the reconstruction of teaching ecology. It is also an important aspect to improve teaching quality and promote teaching innovation. High quality teaching requires a reliable guarantee mechanism, and student curriculum evaluation has become an important part of the teaching quality guarantee system in colleges and universities. But the main goal of curriculum assessment is feedback to help teachers improve their teaching, rather than “monitoring” the quality of their teaching. The most fundamental sign of First-Class undergraduate education is the ability to train a large number of First-Class talents. The cultivation of “outstanding students” has naturally become a focus of attention. “Process indicators” such as learning investment, learning methods, and learning emotions should be paid attention to.The training of First-Class talents requires teaching and scientific research to give play to their respective advantages and educate people in concert. At the same time, First-Class undergraduate education depends on First-Class professional education, and it must go beyond the traditional professional education model.

Key words: undergraduate education, teaching innovation, cooperative learning, curriculum evaluation, quality learning, collaborative innovation, professional education

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