新文科与数字人文教育之新  

The New Liberal Arts and New Digital Humanities Education

作　　者：冯惠玲[1,2,3] Feng Huiling

机构地区：[1]中国人民大学信息资源管理学院 [2]中国人民大学数字人文研究院 [3]中国人民大学人文北京研究中心

出　　处：《数字人文研究》2022年第4期14-21,共8页Digital Humanities Research

基　　金：教育部首批新文科研究与改革实践项目“新兴数字人文专业建设探索与实践”(2021060003)的阶段性成果

摘　　要：数字人文教育有很多新特质,文章概要归纳为教育格局之新、目标之新、结构之新和角色之新,新的教育理念贯穿在上述新意之中。数字人文教育在当前学科版图上尚无确切定位,多学科交叉与切入使其学科归属呈多样化格局;数字人文教育不追求传授确定知识,而是以引导学生拥抱开放的知识与加强思维训练为目标;数字人文大跨度、多线索、深融合式的知识交叉,引发课程结构、教师队伍结构、师生知识结构等多层面结构更新;数字人文教育须从单向灌输转向学生参与式学习,将更多教学资源交给学生,实行开源教育,从而导致教师和学生的传统角色发生改变。This article summarizes the new characteristics of digital humanities educationas new educational pattern,new goals,new structure,and new roles. The new educational idea runs through the above-mentioned new characteristics. Digital humanities education has no definite position in the current discipline map. The intersection and cutting-in of multi-discipline make the discipline affiliation of digital humanities educationa diversified pattern. Digital humanities education does not pursue imparting definite knowledge,but aims to guide students to embrace open knowledge and strengthen thinking training. The long-span,multi-cues,and deeply integrated knowledge intersection of digital humanities has triggered multi-level structural updates,such as curriculum structure,teacher team structure,and teacher-student knowledge structure. Digital humanities education must shift from one-way indoctrination to student participatory learning,give more teaching resources to students,and implement open source education,which will lead to changes in the traditional roles of teachers and students.

关 键 词：数字人文 高等教育 新文科 学科交叉 教学改革 

分 类 号：G250.7-4[文化科学—图书馆学] G642