我国理工科人才培养模式改革的现代转向与重构——非线性思维培养模式初探  

The Modern Transition of Reform and Reconstruction of Talents Training Mode for Nature Science Disciplines

作　　者：刘叶[1] 邹晓东[2,3] 

机构地区：[1]浙江理工大学法政学院公共管理系 [2]浙江大学党委 [3]浙江大学公共管理学院科教发展战略研究中心

出　　处：《高等工程教育研究》2015年第6期132-137,共6页Research in Higher Education of Engineering

基　　金：教育部人文社科青年资金项目:创业型大学的形成机理及及其实践路径研究(14JC880039);浙江省哲学社会科学规划课题:创业型大学的演化机制及其发展路径研究(15NDJC194YB);浙江省自然科学基金项目:基于联合专利网络的大学产学研协同创新演化路径研究(LQ14G030021)

摘　　要：教会学生科学地思维是人才培养的终极目标,也是教育永恒的价值选择与追求。面临日益普遍的非线性复杂问题,非线性思维的培养理应成为现代理工科人才培养模式改革的当然目标指向。然而,对国内理工科教育领先的三所研究型大学的现实考察结果显示,我国理工科人才培养模式改革虽已明显呈现出外部需求导向向关注学生的全面素质发展等现代转向,但仍存在未将非线性思维作为人才培养的终极目标、未按非线性思维培养的逻辑设计课程体系、改革缺乏系统性等问题。鉴于此,本研究尝试探索并构建以非线性思维训练为核心目标的人才培养模式。Teaching students to think scientificly is the ultimate goal of talents training, which will also be the eternal choice and pursuit of value for education. Facing the increasingly complex nonlinear issues, the training of nonlinear thinking should be the target at which modern mode of talents training for nature science disciplines will be reformed assuredly. However, the investigation results from three research universities which are leading the way in education of nature science disciplines in China reveal that although the reform of mode of talents training for nature science disciplines demonstrated some modern transitions, such as from external needs oriented to focus on students＇ overall quality development, some problems still exist, such as nonlinear thinking not being deemed as the ultimate goal of talents training, never designing the curriculum systems according to the logic of nonlinear thinking training , the reform lacking systematicness and so on. In view of that, another training mode which treats nonlinear thinking training as its core objective will be attempted to explore and construct in this research.

关 键 词：思维 线性思维 非线性思维 理工科教育 人才培养模式 

分 类 号：G642.0[文化科学—高等教育学]