症结与进路：我国学术性本科教育人才培养模式研究

发布时间：2017-12-28 00:03

  本文关键词：症结与进路：我国学术性本科教育人才培养模式研究　出处：《广西师范大学》2016年硕士论文　论文类型：学位论文

  更多相关文章： 学术性 本科教育 人才培养 模式 变革

【摘要】：高等教育体系是一个分层有序的复杂性系统,不同的部分承担着不同的社会职能。学术性本科教育作为高等教育生态环境中不可或缺的必要组成部分,始终肩负着本科学术性人才培养的任务。有别于大众化的应用型、技能型教育,以研究型大学为主体的学术性本科教育提供的是一种有助于学术性人才不断涌现的“可能性”教育,培养的是学生的批判性思维与初步的学术研究能力。但需要注意的是,在多元共生的高等教育大众化阶段,学术性本科教育的宏观目标追求须明确厘定为“高质量、少而精”。换言之,学术性教育与应用性教育两者之间并无层次与等级的高低,而仅有数量和功能的不同。高等教育的功能虽日益多元,但其核心职能仍毫无疑问是人才的培养。毋庸置疑,一个秩序井然且高质量的高等教育生态系统定然需要人才培养模式的不断完善与鼎新,学术性本科教育尤须如此。虽然不同地区与校际间的学术性人才培养模式都具有某种程度上的相似性与同构性,然而在事实上,我们不太可能基于一种共同认可的翔实模式来探讨本科学术性人才培养的诸多环节。但即便如此,我们依然能够从本科学术性人才培养的不同模式中概括凝炼其一般规律与特征,也即人才培养的“常模”。因而,本文首先将人才培养模式具体“微分”为教育理念、培养目标、教学模式、课程体系、培养制度、考评机制等六个方面,并从历时的维度出发来统筹我国学术性人才培养模式的历史流变与现实状貌的相互关系,旋即基于现时的维度对国内外的学术性人才培养模式进行横向对比与测度,继而通过对各人才培养模式中的规律性成分进行整体“积分”,从而为我国学术性本科教育质量的提升与培养模式的变革提供可供资鉴的经验。本文主要分为六大部分：第一部分：主要从研究背景与缘起、国内外研究现状及评述、研究意义及价值、研究思路与方法、核心概念界定等五个方面对本文的研究进行引论,并初步搭建起一个学术性人才培养“常模”的研究技术路线图。第二部分：系统阐述我国学术型人才培养模式的历史流变与现实状貌,通过对各历史节点中学术性人才培养模式的一般规律与特征进行整体归纳、概括与凝炼,力图理清其历史发展脉络与当代制度模式现状的相互关系。第三部分：对当前我国学术性本科教育的人才培养模式进行问题审视与归因分析,找出其中存在的若干偏离并在充分把握学术性人才培养历史脉络的基础上深入分析其缘由。第四部分：以世界一流的综合性大学及顶尖文理学院为考察对象,并按照人才培养模式的六个具体层面及有关的逻辑学原则,系统剖析其本科学术性人才培养的成功经验与共性特征。通过对其人才培养模式的理论观照与实践透视,可为我国学术性本科教育人才培养模式变革提供诸多可供资鉴的国际参照。第五部分：在肯定我国学术性本科教育人才培养模式改革成效、批判性省思现时人才培养模式、资鉴吸收世界一流学术性本科教育及顶尖文理学院成功经验的基础上,提出我国本科学术性人才培养模式变革的主要路径。第六部分：对本文的研究背思路、研究过程及研究结论进行简单归纳与总结。
[Abstract]:The higher education system is a hierarchical and orderly complex system, and different parts bear different social functions. As an indispensable part of the ecological environment of higher education, academic undergraduate education has always shouldered the task of cultivating undergraduate academic talents. Different from the popularization of applied and skilled education, academic undergraduate education based on research universities provides a possibility education that helps academic talents continue to emerge. It trains students' critical thinking and preliminary academic research ability. But what we should pay attention to is that, in the stage of multi symbiosis and popularization of higher education, the pursuit of macro goals of academic undergraduate education should be clearly defined as "high quality, less quality". In other words, there is no level and level between academic and applied education, but only the difference in quantity and function. The function of higher education is more and more diverse, but its core function is still undoubtedly the cultivation of talents. There is no doubt that an orderly and high quality higher education ecosystem will need talent cultivation mode for continuous improvement and innovation, undergraduate academic education especially to be so. Though there are some similarities and isomorphisms between different regions and academic talent training modes, but in fact, we are unlikely to explore many links of academic talents training based on a common recognition model. But even so, we still can develop different patterns from the undergraduate academic talent is summarized concisely the general rules and characteristics, namely the talent cultivation of the norm". Therefore, this paper will be six aspects of talent training mode for specific "differential" concept of education, training objectives, teaching mode, curriculum system, training system, evaluation mechanism, and from the diachronic dimensions to co-ordinate the relationship between history and reality form the training mode of academic talents in China, and academic talents the dimensions of the domestic and foreign training mode based on horizontal comparison and measurement, and then through the various training patterns in the overall composition of "integration", so as to provide reference experience for the academic quality of undergraduate education in China to enhance and change training mode. This paper is divided into six parts: the first part: introduction to the research of this paper mainly from the five aspects of the research background and origin, research and review of the status quo, research significance and value, research ideas and methods, the definition of core concepts, and to build a preliminary academic training "norm" study on the technology roadmap. The second part: to expound the history and reality of our country form the training mode of academic talents, overall induction, generalization and conciseness through general rules and characteristics of the cultivation mode of the talents of academic history node, the relationship between trying to sort out the history and status quo of contemporary system model. The third part: to examine and analyze the current talent training mode of academic undergraduate education in China, find out some of the deviations and analyze the reasons based on fully grasping the historical context of academic talent training. The fourth part: take the world class comprehensive university and the top liberal arts college as the object of study, and according to the six specific levels of personnel training mode and the related logic principles, we systematically analyze the successful experience and common characteristics of undergraduate academic talents training. Through the perspective of theory and practice of talent cultivation mode, we can provide many international references for the reform of personnel training mode of academic undergraduate education in China. The fifth part: in the affirmation of talents in China's undergraduate academic education training mode reform, critical reflection of talent cultivation mode, the basic reference for absorbing world-class academic undergraduate education and the top liberal arts colleges on the successful experience, put forward the main path of undergraduate academic talents in China raise pattern change. The sixth part: a brief summary and summary of the research process and conclusion of this study.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G642
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本文编号：1343726