专业分化:兼容和超越文理分合,培养各类通才专才  

Major-Based Curriculum Differentiation:Embrace and Exceed Dual-Streaming or Non-Streaming of Arts and Science Programs,Cultivate and Select A Great Variety of Generalists and Specialists

作　　者：冯生尧[1] 

机构地区：[1]华南师范大学教科院

出　　处：《课程．教材．教法》2012年第6期3-8,共6页Curriculum，Teaching Material and Method

基　　金：教育部人文社科重点研究基地“十二五”规划2011年重大项目“普通高中课程多样化国际比较研究”(11JJD880007);全国教育科学“十一五”规划2010年度教育部重点课题“杰出人才培养取向下高中专业分化选修制度比较研究”(DDA100216)之阶段成果

摘　　要：文理分科、文理合科，或专业分化的体制和观念，涉及高中课程、高考选考、高校招生三个环节。专业是高校的课程体系，可以是精深的，也可以是广博的。无论是在理论上还是具体做法上，专业分化能够培养各种类型的文理通才、文科通才和理科通才，由此，它兼容和超越了文理分合仅仅培养一类文理通才，或者一类文科通才和一类理科通才的体制。The systems and conceptions of dual streaming or non-streaming of arts and science programs, and major-based curriculum differentiation involve three aspects of senior secondary school courses, college entrance examination, and college admission. Majors are instructional programs in higher edueaition, which might be in-depth or comprehensive. In both theory and international practices, the system of major-based curriculum differentiation can cultivate and select a great variety of generalists across arts and science programs, a great variety of generalists within arts or science programs, and a great vatiety of specialists. Therefore, it embraces and exceeds the systems of dual- streaming or non-streaming.

关 键 词：专业分化 文理分科 文理合科 高中课程 高考 高校招生 

分 类 号：G423[文化科学—课程与教学论]