知识生产模式3背景下的高校通识教育超学科发展——以计算机通识教育为例  

Transdisciplinary Development of General Education in Colleges and Universities under the Background of Knowledge Production Model 3:A Case Study of Computer General Education

作　　者：周萱[1,2] Zhou Xuan

机构地区：[1]南京审计大学计算机学院,南京211815 [2]南京审计大学南京审计大学&《江苏高教》高等教育研究协同创新中心,南京211815

出　　处：《江苏高教》2024年第4期72-81,共10页Jiangsu Higher Education

基　　金：江苏省教育科学“十四五”规划2021年度重点课题“超学科视阈下高校计算机通识教育模式和发展路径研究”(B/2021/01/23);南京审计大学“大学计算机优秀教学团队”建设项目(D1120270018)。

摘　　要：以计算机通识教育为例,结合知识生产模式更替展现高校通识教育发展历程。通过分析计算机通识教育的一般特性和发展困境,形成高校通识教育超学科发展内涵,确定计算机通识教育中的超学科命题。高校通识教育以高素质人才作为逻辑起点,围绕高素质人才发展形成逻辑主线,聚焦知识迁移、创新能力、意识形态,结合知识生产模式3核心要件,形成知识分形创新生态系统。在高校计算机通识教育创新建设行动中,强化计算机通识教育部门育人职能,提高教师、学生、课程的黏合度,并于过程中创造衍生价值。Taking computer general education as an example,this paper shows the development process of general education in colleges and universities in combination with the replacement of knowledge production mode.By analyzing the general characteristics and development dilemmas of computer general education,the connotation of transdisciplinary development of general education in colleges and universities is formed,and the transdisciplinary propositions in computer general education are determined.The general education of colleges and universities takes high-quality talents as the logical starting point,forms a logical main line around the development of high-quality talents,focuses on knowledge transfer,innovation ability and ideology,and combines the core elements of knowledge production mode 3 to form a knowledge fractal innovation ecosystem.In the innovation and construction of computer general education in colleges and universities,the educational function of the computer general education department should be strengthened,the adhesion between teachers,students and courses should be improved,and derivative value should be created in the process.

关 键 词：通识教育 超学科 计算机通识教育 知识分形创新 知识生产模式 

分 类 号：G647[文化科学—高等教育学] TP399[文化科学—教育学]