本文關(guān)鍵詞：癥結(jié)與進(jìn)路：我國(guó)學(xué)術(shù)性本科教育人才培養(yǎng)模式研究　出處：《廣西師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 學(xué)術(shù)性 本科教育 人才培養(yǎng) 模式 變革

【摘要】：高等教育體系是一個(gè)分層有序的復(fù)雜性系統(tǒng),不同的部分承擔(dān)著不同的社會(huì)職能。學(xué)術(shù)性本科教育作為高等教育生態(tài)環(huán)境中不可或缺的必要組成部分,始終肩負(fù)著本科學(xué)術(shù)性人才培養(yǎng)的任務(wù)。有別于大眾化的應(yīng)用型、技能型教育,以研究型大學(xué)為主體的學(xué)術(shù)性本科教育提供的是一種有助于學(xué)術(shù)性人才不斷涌現(xiàn)的“可能性”教育,培養(yǎng)的是學(xué)生的批判性思維與初步的學(xué)術(shù)研究能力。但需要注意的是,在多元共生的高等教育大眾化階段,學(xué)術(shù)性本科教育的宏觀目標(biāo)追求須明確厘定為“高質(zhì)量、少而精”。換言之,學(xué)術(shù)性教育與應(yīng)用性教育兩者之間并無層次與等級(jí)的高低,而僅有數(shù)量和功能的不同。高等教育的功能雖日益多元,但其核心職能仍毫無疑問是人才的培養(yǎng)。毋庸置疑,一個(gè)秩序井然且高質(zhì)量的高等教育生態(tài)系統(tǒng)定然需要人才培養(yǎng)模式的不斷完善與鼎新,學(xué)術(shù)性本科教育尤須如此。雖然不同地區(qū)與校際間的學(xué)術(shù)性人才培養(yǎng)模式都具有某種程度上的相似性與同構(gòu)性,然而在事實(shí)上,我們不太可能基于一種共同認(rèn)可的翔實(shí)模式來探討本科學(xué)術(shù)性人才培養(yǎng)的諸多環(huán)節(jié)。但即便如此,我們依然能夠從本科學(xué)術(shù)性人才培養(yǎng)的不同模式中概括凝煉其一般規(guī)律與特征,也即人才培養(yǎng)的“常模”。因而,本文首先將人才培養(yǎng)模式具體“微分”為教育理念、培養(yǎng)目標(biāo)、教學(xué)模式、課程體系、培養(yǎng)制度、考評(píng)機(jī)制等六個(gè)方面,并從歷時(shí)的維度出發(fā)來統(tǒng)籌我國(guó)學(xué)術(shù)性人才培養(yǎng)模式的歷史流變與現(xiàn)實(shí)狀貌的相互關(guān)系,旋即基于現(xiàn)時(shí)的維度對(duì)國(guó)內(nèi)外的學(xué)術(shù)性人才培養(yǎng)模式進(jìn)行橫向?qū)Ρ扰c測(cè)度,繼而通過對(duì)各人才培養(yǎng)模式中的規(guī)律性成分進(jìn)行整體“積分”,從而為我國(guó)學(xué)術(shù)性本科教育質(zhì)量的提升與培養(yǎng)模式的變革提供可供資鑒的經(jīng)驗(yàn)。本文主要分為六大部分：第一部分：主要從研究背景與緣起、國(guó)內(nèi)外研究現(xiàn)狀及評(píng)述、研究意義及價(jià)值、研究思路與方法、核心概念界定等五個(gè)方面對(duì)本文的研究進(jìn)行引論,并初步搭建起一個(gè)學(xué)術(shù)性人才培養(yǎng)“常模”的研究技術(shù)路線圖。第二部分：系統(tǒng)闡述我國(guó)學(xué)術(shù)型人才培養(yǎng)模式的歷史流變與現(xiàn)實(shí)狀貌,通過對(duì)各歷史節(jié)點(diǎn)中學(xué)術(shù)性人才培養(yǎng)模式的一般規(guī)律與特征進(jìn)行整體歸納、概括與凝煉,力圖理清其歷史發(fā)展脈絡(luò)與當(dāng)代制度模式現(xiàn)狀的相互關(guān)系。第三部分：對(duì)當(dāng)前我國(guó)學(xué)術(shù)性本科教育的人才培養(yǎng)模式進(jìn)行問題審視與歸因分析,找出其中存在的若干偏離并在充分把握學(xué)術(shù)性人才培養(yǎng)歷史脈絡(luò)的基礎(chǔ)上深入分析其緣由。第四部分：以世界一流的綜合性大學(xué)及頂尖文理學(xué)院為考察對(duì)象,并按照人才培養(yǎng)模式的六個(gè)具體層面及有關(guān)的邏輯學(xué)原則,系統(tǒng)剖析其本科學(xué)術(shù)性人才培養(yǎng)的成功經(jīng)驗(yàn)與共性特征。通過對(duì)其人才培養(yǎng)模式的理論觀照與實(shí)踐透視,可為我國(guó)學(xué)術(shù)性本科教育人才培養(yǎng)模式變革提供諸多可供資鑒的國(guó)際參照。第五部分：在肯定我國(guó)學(xué)術(shù)性本科教育人才培養(yǎng)模式改革成效、批判性省思現(xiàn)時(shí)人才培養(yǎng)模式、資鑒吸收世界一流學(xué)術(shù)性本科教育及頂尖文理學(xué)院成功經(jīng)驗(yàn)的基礎(chǔ)上,提出我國(guó)本科學(xué)術(shù)性人才培養(yǎng)模式變革的主要路徑。第六部分：對(duì)本文的研究背思路、研究過程及研究結(jié)論進(jìn)行簡(jiǎn)單歸納與總結(jié)。
[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.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G642
，

本文編號(hào)：1343726