试论本世纪以来“九校联盟”本科课程设置改革的现状与问题  

Undergraduate Curriculum Reform in C9 League Universities in the 21st Century

作　　者：乐毅[1] 王霞[1] 

机构地区：[1]复旦大学高等教育研究所

出　　处：《现代大学教育》2014年第1期87-98,113,共12页Modern University Education

基　　金：全国教育科学"十一五"规划教育部重点课题"亚洲一流大学的通识教育及本科生培养模式的比较研究";项目编号:DIA070112;上海市教委2012年上海高校本科重点教学改革项目"本科课程设置的整体设计与人才培养模式研究";复旦大学亚洲大学研究中心资助项目"亚洲五国著名大学的通识教育与本科生培养模式研究"

摘　　要：基于"宽口径、厚基础"理念和精英人才培养目标,九校联盟的本科课程已由专业必修的单一课程结构与修读模式,逐步向"全校性课程(国家课程/通识课程)+大类/基础课程+专业课程"三大类板块的课程结构转变,但同一类课程中的具体课程构成及领域划分在各校存在显著差异。九校联盟课程设置改革仍面临专业课程学分缩减与通识课程学分增加、各类课程必修与选修课程学分比例不合理、课程性质定义及准入标准模糊等问题。需重新规划本科课程,顶层整体设计课程结构,合理设置各类课程学分比例及相关学分制管理规定;需明确界定学校、院系、专业培养目标与各类课程目标的关系;重视课程设置与大学生就业问题研究;关注课程实施与评价的实效性。Based on the idea of cultivating students with broad horizons and a solid foundation for further education,undergraduate curriculum in C9 league universities in China has been changed into a 3-module model,comprising general education courses,fundamental courses and major-related courses. However,there are still noticeable differences in curriculum structure and composition among these nine universities. Common problems found in curriculum design of these schools are the perennial struggle between general education and specialization,imbalance distribution of compulsory and optional courses,and ambiguity in defining course nature and prerequisites. To further improve undergraduate curriculum,it is therefore necessary to redesign the overall curriculum structure,explicate the relationship between school mission and instructional objectives,and pay more attention to career relevance of university courses and effectiveness of implementing a new curriculum.

关 键 词：九校联盟 课程设置 课程结构 课程学分比例 问题 

分 类 号：G642.3[文化科学—高等教育学]