论高校课程的自组织作用机理  

Comments on the Self- organization Mechanism of University’s Curriculum

作　　者：母小勇[1] 孙存昌[1] 

机构地区：[1]苏州大学,苏州215021

出　　处：《大学（研究）》2006年第12期25-30,45,共7页University(Academic)

基　　金：全国教育科学"十五"规划教育部重点课题"后现代高等学校核心课程群建设研究"(课题号:DIA030157)的成果之一。

摘　　要：高校课程系统主要包含学科、专业、课程内容、教师和学生等要素,高等学校课程的本质是从“学校课程”“、国家课程”转变为“学生自己的课程”,这样才能真正实现课程的多样化价值和功能。高校课程系统的多样化价值和功能来自其可能的多样化结构特征——开放性、协同性、非平衡性、动态性和涨落性,而多样化人才的培养又以高校课程系统通过学科、专业、课程内容、教师和学生等要素产生的某些涨落为前提。本文重点分析高校课程的学科、专业、课程内容三个要素的自组织特征,从而研究高校课程系统实现培养多样性人才的自组织作用机理的可能性。The system of the university’s curriculum includes subjects, majors, the content of curriculum, teachers,students, and so on. The essence of university’s curriculum should change from“ the curriculum of university”and“ thecurriculum of country”into “ the curriculum of students”. Therefore, the value and function of Curriculum’sdiversification can be really realized. The value and function come from its proper characteristic of diverse structure:open, synergetic, non-equilibrium, dynamic and fluctuated. The education of diverse talents should be based on thefluctuation of university’s curriculum in the way of subjects, majors, the content of curriculum, teachers and students.This article analyzes the three factors which form the feature of university’s curriculum self-organization: subjects,majors and the content of curriculum. Consequently, the use of self-organization such as the mechanism of university’scurriculum and the education of diverse talents can be put into practice at last.

关 键 词：自组织 学科 专业 课程内容 

分 类 号：G642.3[文化科学—高等教育学]