跨学科教育改革模式及其制度整合机制  

Reform Mode and System Integration Mechanisms of Interdisciplinary Education

作　　者：井润田[1] 罗媛 Jing Runtian;Luo Yuan

机构地区：[1]上海交通大学安泰经济与管理学院,上海200032

出　　处：《新文科教育研究》2023年第4期88-100,143,共14页NEW LIBERAL ARTS EDUCATION RESEARCH

基　　金：教育部新文科研究与改革实践项目“文科复合型人才培养创新与实践”(编号:2021100033)阶段性研究成果。

摘　　要：跨学科教育是当前国内外大学新文科建设的核心,然而其中的教学改革难点并没有得到充分揭示。当代大学发展过程中的学科制度化导致学科分化与整合之间的内在矛盾,也使得跨学科教育的问题日益凸显。跨学科制度整合包括多学科、交叉学科、超学科等三种不同机制,这在国内外教学实践中体现为各种不同的教育改革模式设计,这些改革实践也会面临不同的制度化困难与障碍。新文科建设需要将跨学科制度整合机制作为教育改革的出发点,从深层次的学科制度化环境入手,鼓励“以教学为中心”到“以学习为中心”的教育理念转变,加强学生跨学科思维能力训练,构建包容不同学科的文化氛围和组织体系。Interdisciplinary education is the core of new liberal arts construction in universities at home and abroad,but the difficulties of teaching reform haven’t been fully revealed.The discipline institutionalization in the development of contemporary universities has led to the internal contradiction between discipline differentiation and integration,which also makes the problem of interdisciplinary education increasingly prominent.Interdisciplinary institutional integration includes three different mechanisms:multidisciplinary,interdisciplinary,and transdisciplinary,which are reflected in various educational reform mode designs in domestic and overseas teaching practices.These reform practices will also face different institutionalization difficulties and obstacles.So the construction of the new liberal arts needs to take the interdisciplinary institutional integration mechanism as a starting point of the education reform,and begin to construct a deep-level discipline institutionalization environment,which can encourage the transformation of the educational concept from“teaching-centered”to“learning-centered”,strengthen the training of students’interdisciplinary thinking ability,and build an inclusive culture and mechanism of different disciplines.

关 键 词：跨学科 学科悖论 制度整合机制 教育改革模式 

分 类 号：G642.0[文化科学—高等教育学]