教育科学 ›› 2019, Vol. 35 ›› Issue (3): 21-26.

• 课程与教学研究 • 上一篇    下一篇

智能制造时代应用型本科课程开发的困境、规约与创新理路

刘冰1,2, 闫智勇3, 殷新红4   

  1. 1.天津大学 教育学院,天津 300350
    2.天津市教育委员会 高等教育处,天津 300074
    3.天津中德应用技术大学 中德职业教育研究所暨姜大源教育名家工作室,天津 300350
    4.江西科技师范大学 杂志社,江西 南昌 330038
  • 收稿日期:2018-12-10 出版日期:2019-05-15 发布日期:2021-06-15
  • 作者简介:刘冰(1979-),男,辽宁抚顺人,天津大学教育学院博士生,主要从事高等教育研究。|闫智勇(1973-),男,山西阳泉人,天津中德应用技术大学姜大源教育名家工作室副教授,博士,硕士生导师,主要从事高等职业教育研究。|殷新红(1963-),女,江西南昌人,江西科技师范大学杂志社编审,主要从事职业教育研究。

The Dilemma, Statute and Innovation of Applied Undergraduate Curriculum Development in the Era of Intelligent Manufacturing

Liu Bing1,2, Yan Zhiyong3, Yin Xinhong4   

  1. 1. School of Education, Tianjin University, Tianjin 300350, China
    2. Higher Education Department,Tianjin Municipal Education Commission, Tianjin 300074, China
    3. Tianjin Sino-German University of Applied Sciences Sino-German Vocational Education Institute and Jiang Dayuan Education Master Studio, Tianjin 300350, China
    4. Jiangxi Science and Technology Normal University Magazine, Nanchang 330038, China
  • Received:2018-12-10 Online:2019-05-15 Published:2021-06-15

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摘要：

智能制造时代对应用型本科的课程开发的创新提出了新的要求。当前,应用型本科课程开发还面临诸多困境,课程设计受到“抱残守缺”课程理念的制约,课程模式囿于“拿来主义”惯性思维的限制,课程目标陷入“被动规划”目标导向的困局,课程实施深受“二元对立”实施模式的影响。从规约角度来看,应用型本科课程开发要依据学习者发展规律来确定课程目标,要依据知识的类型特点来选择课程内容,要依据生产的动态逻辑来建立课程结构,要依据人类的认识机制来定位课程主体。为此,智能制造时代应用型本科课程范式必须不断创新,即课程理念要从局部设计转向系统设计,课程目标要从内容学习转向策略学习,课程结构要从学科逻辑转向行动逻辑,课程内容要从面向对象转向面向过程,课程实施要从教师讲授转向学生行动,课程评价要从结果评价转向行动过程评价。

关键词: 智能制造时代, 应用型本科, 课程开发, 面向过程, 面向对象

Abstract:

The era of intelligent manufacturing puts new demands on the innovation of curriculum development of applied undergraduate. At present, the curriculum development of applied undergraduate still faces many difficulties. The curriculum design is subject to the “Holding broken old things” curriculum concept. The curriculum model is limited by the “Bringism” inertia cogitation. The curriculum objectives are trapped in the “Passive rule” goal-oriented dilemma. The curriculum implementation is deeply affected by the “Binary opposition”. From the perspective of statute, the curriculum development of applied undergraduate should be based on the law of learner development to determine the curriculum objectives. The curriculum content should be selected according to the type characteristics of knowledge. The curriculum structure should be established according to the dynamic logic of production, The curriculum subject should be based on the human cognitive mechanism. Therefore, the applied undergraduate curriculum paradigm in the era of intelligent manufacturing must be constantly innovated. The curriculum concept should shift from partial design to system design. The curriculum objectives should shift from content learning to strategy learning. The curriculum structure should shift from disciplinary logic to action logic. The curriculum content should shift from object-oriented to process-oriented, and the curriculum implementation should shift from teacher teaching to student action. The curriculum evaluation should shift from result evaluation to action process evaluation.

Key words: intelligent manufacturing era, applied undergraduate, curriculum development, process-oriented, object-oriented