学分制实现模式与应用型人才培养  

The Implementation Mode of Credit System and the Cultivation of Applied Talents

作　　者：叶飞帆[1] 

机构地区：[1]绍兴文理学院

出　　处：《高等工程教育研究》2015年第6期106-111,共6页Research in Higher Education of Engineering

基　　金：国家社科基金教育学项目(BIA120073)

摘　　要：学分制的基本特征可以由两种相互独立的弹性加以描述,即学习内容的弹性和学习时间的弹性。本文以这两种弹性作为两个不同的维度,建立一个学分制的二维弹性模型,用来解释学分制的历史变迁和各种实施模式,并把学分制和学年制纳入同一个模型之中。任何一所高校选择适合自己的学分制模式,就是在选择一个学习内容弹性和学习时间弹性的适当组合,并对应二维模型平面上的一个点。在大众化高等教育时代,面向应用型人才培养的学分制应以选课制为核心,充分体现学生在学习内容选择上的弹性,以满足社会多样化的人才需求。同时,应该对学生学习时间的弹性实行严格管控以避免资源浪费,从而提高人才培养的效率。The basic characteristics of the credit system can be composed of two independent components, namely the flexibility of learning content and the flexibility of learning time. Based on the two dimensions of flexibilities, the paper establishes a two-dimensional elastic model with credit system to explain the course and various implementation modes of the system, classifying the credit system and the scholastic year system into the same model. To a university, to choose a suitable credit system mode is to select a proper combination of the flexibility of learning content and the flexibility of learning time, corresponding to a certain point in the plane of the two-dimensional model. In the era of mass higher education, the credit system, which aims to cultivate applied talents, is suggested to focus on the course-selecting system so as to meet the diverse social demand for talents, fully embodying the elasticity for students in choosing learning content. At the same time, it shall strictly control the flexibility of students＇ learning time, avoiding the waste of resources, and improving the efficiency of talent cultivation.

关 键 词：学分制 大众高等教育 应用型人才 本科教育 大学教学管理 

分 类 号：G642.0[文化科学—高等教育学]