本文關(guān)鍵詞：我國(guó)大學(xué)本科課程結(jié)構(gòu)探析　出處：《大連理工大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 高等教育 本科 課程結(jié)構(gòu)

【摘要】：高等教育課程結(jié)構(gòu)問題一直是關(guān)系著高等教育發(fā)展的重要問題,它與教育的目的、形式、方法以及結(jié)果都息息相關(guān)。對(duì)高等教育本科課程結(jié)構(gòu)問題進(jìn)行研究,既有深刻的理論意義,又有切實(shí)的實(shí)踐意義。 本文通過對(duì)國(guó)內(nèi)外課程結(jié)構(gòu)演進(jìn)歷程的梳理,探尋不同歷史時(shí)期高等教育課程結(jié)構(gòu)的特點(diǎn),并以國(guó)外知名高校為案例,對(duì)其課程結(jié)構(gòu)進(jìn)行分析研究；同時(shí)選取國(guó)內(nèi)13所代表高校的六個(gè)常見專業(yè)作為研究對(duì)象,從人文、社會(huì)、科學(xué)課程三分法的視角,分別探究了整體課程、公共基礎(chǔ)類課程、大類基礎(chǔ)課程、專業(yè)課程的課程結(jié)構(gòu)及其之間的關(guān)系。 通過研究發(fā)現(xiàn)了國(guó)內(nèi)外的課程結(jié)構(gòu)演進(jìn)均經(jīng)歷了人文課程占主導(dǎo),到科學(xué)課程崛起人文課程衰弱,再到人文科學(xué)課程協(xié)調(diào)發(fā)展的過程。對(duì)我國(guó)代表高校當(dāng)前課程結(jié)構(gòu)的研究發(fā)現(xiàn)了學(xué)校層次與學(xué)校提供的人文、社會(huì)、科學(xué)三類課程在數(shù)量及比重上的關(guān)系：數(shù)量上,總體看來985工程院校人文、社會(huì)、科學(xué)課程的數(shù)量最多,211工程院校次之,一般地方性院校數(shù)量較少；比重上,總體看來人文課程比重985工程院校最高,一般地方性院校次之,211工程院校人文課程比重最低；社會(huì)課程的比重在三類院校中相差不大；科學(xué)課程的比重在211工程院校中最高,在一般地方性院校中次之,在985工程院校中最低。 針對(duì)被研究的13所院校在課程結(jié)構(gòu)上呈現(xiàn)出的上述特征,結(jié)合國(guó)內(nèi)外課程結(jié)構(gòu)演進(jìn)歷程,文章進(jìn)一步從歷史、教育價(jià)值觀、現(xiàn)實(shí)及素質(zhì)教育的視角進(jìn)行深入探討。發(fā)現(xiàn)了課程結(jié)構(gòu)的發(fā)展變化與社會(huì)的政治、經(jīng)濟(jì)及生產(chǎn)力等因素密切相關(guān)；課程結(jié)構(gòu)也反映出個(gè)人本位教育價(jià)值觀和社會(huì)本位教育價(jià)值觀對(duì)高等教育課程的影響；素質(zhì)教育是在我國(guó)教育實(shí)情下應(yīng)運(yùn)而生的,它較好地平衡了教育的價(jià)值理性和工具理性,并提出一些關(guān)于我國(guó)高等教育課程結(jié)構(gòu)的思考及認(rèn)識(shí)。
[Abstract]:The structure of higher education curriculum has always been an important issue related to the development of higher education, which is closely related to the purpose, form, methods and results of higher education. Both profound theoretical significance and practical significance. By combing the evolution of curriculum structure at home and abroad, this paper explores the characteristics of curriculum structure of higher education in different historical periods, and takes famous universities abroad as a case to analyze and study its curriculum structure. At the same time, select the six common majors of 13 representative universities in China as the research object, from the perspective of the humanities, society, science curriculum, explore the overall curriculum, public basic courses, large categories of basic courses. The curriculum structure of professional courses and the relationship between them. Through the study found that the evolution of curriculum structure both at home and abroad has experienced the humanities curriculum dominated by the rise of science curriculum humanities curriculum decline. Then to the humanities curriculum harmonious development process. To our country representative university present curriculum structure research has discovered the school level and the school provides the humanities, the society. The relationship between the quantity and the proportion of the three courses of science: overall, the number of science courses in 985 engineering colleges and universities is higher than that in engineering colleges and universities, and in general, the number of local colleges is relatively small; On the whole, the proportion of humanities curriculum is the highest in 985 engineering colleges, and the lowest in general local colleges and universities. The proportion of social courses in the three colleges and universities is not different; The proportion of science courses is the highest in 211 engineering colleges, the second in general local colleges and the lowest in 985 engineering colleges. In view of the above characteristics of the curriculum structure of the 13 universities studied, combined with the evolution of the curriculum structure at home and abroad, the article further from the history, educational values. From the perspective of reality and quality education, it is found that the development and changes of curriculum structure are closely related to social factors, such as politics, economy and productivity. Curriculum structure also reflects the impact of individual-oriented educational values and society-oriented educational values on the higher education curriculum; Quality-oriented education came into being under the circumstances of education in China. It balances the value rationality and instrumental rationality of education, and puts forward some thoughts and understandings about the curriculum structure of higher education in China.
【學(xué)位授予單位】：大連理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G642.3

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本文編號(hào)：1368210