美国双学分课程管理机制及其本土化研究  

A Study of the Dual Credit Partnership Mechanism in the USA and Its Applicability in China

作　　者：张奂奂[1] 高益民[1] 

机构地区：[1]北京师范大学教育学部比较教育研究院

出　　处：《现代大学教育》2016年第1期37-44,113,共8页Modern University Education

摘　　要：当前我国的高中–大学衔接课程在管理机制上面临诸多严峻挑战。美国双学分课程管理机制的核心运作模式—可持续合作的范式可以提供很好的借鉴,该合作范式以衔接协议为载体,整合双方目标使之形成一个理性的合作共同体,在利益相关者的互动中协调决策过程以及提供多元的资金渠道、完备的立法监督和严格的质量监控,从而真正实现了高中–大学课程管理的无缝衔接。在引介异域课程管理经验时,需要深入剖析影响教育管理模式背后的制度文化差异,揭示出其在中国本土实行的可行性条件,探寻符合中国国情的本土化改造路径。In China today,how to facilitate the transition between high school and college remains a major challenge facing educational administrators. Dual credit programs( DCPs) in the US present us an applicable model for improving the cohesion between secondary and tertiary institutions. US DCPs are based on a sustainable partnership mechanism between high school and college,which is delineated in specific dual credit agreements. Such a mechanism helps to build a sense of community among secondary and tertiary institutions,coordinate their different education targets,facilitate their interaction,cooperation and decision-making process,diversify their funding sources,as well as provide necessary supervision and rigid quality control. As a result,there is a seamless transition between high school and college in the US. When learning from the US experience,we need to be aware of the cultural factors underlying different education administrative systems,explore the applicability of the US model in China,and find out a proper way to adapt the US model to China's current situation.

关 键 词：双学分课程 可持续合作 衔接协议 衔接课程 本土化 

分 类 号：G423[文化科学—课程与教学论]