知识论视野中的大学课程与教学设计  

The View of University Curriculum and Instructional Design in Epistemology

作　　者：赵长林[1] ZHAO Chang-lin

机构地区：[1]聊城大学,山东聊城252059

出　　处：《天津市教科院学报》2021年第1期31-37,共7页Journal of Tianjin Academy of Educational Science

基　　金：山东省教学研究重大课题“新时代我国大学课程教材建设的理论与实践”(D2019S10)。

摘　　要：大学因其传授知识的专深性、生成性、前沿性而与基础教育阶段稳定知识的传授具有本质的不同。课程与教学设计问题本应成为高等教育研究的核心议题,但却处于被忽视的存在状态。基于专业认证的推动,在大学的实践领域什么是好的、符合认证标准的大学课程与教学设计开始成为关注的热点。知识是大学课程与教学设计的核心要素,世界一流大学无不在本科生课程制度创新上给世界高等教育以贡献,但对什么是知识,选择什么知识,如何组织知识,则需要通过知识论意义上的研究来应答和解释。Universities are fundamentally different from the delivery of stable knowledge at the basic education stage because of their expertise,generative,andcutting-edge knowl-edge.Curriculum and instructional design issues should have been the core topics of higher ed-ucation research,but they are in a state of being ignored.In the field of university practice,based on the promotion of professional certification,what is a good university curriculum and teaching design that meets the certification standards has become a hot spot of concern.Knowledge is the core element of university curriculum and teaching design.World-class uni-versities all contribute to world higher education in the innovation of undergraduate curricu-lum system.However,what knowledge is,what knowledge to choose,and how to organize knowledge requires the meaning of Epistemologyto answer and explain.

关 键 词：大学 课程与教学设计 知识 知识论 

分 类 号：G434[文化科学—教育学]