基于情境—问题—能力框架的公共管理应用类课程教学模式构建  

Teaching Mode Construction of Public Management Application Courses Based on Situation-Problem-Ability Framework

作　　者：卢扬帆[1] 杨雪娟 LU Yangfan;YANG Xuejuan

机构地区：[1]华南理工大学公共管理学院,广州510640 [2]广东第二师范学院马克思主义学院,广州510275

出　　处：《高教学刊》2024年第13期9-15,共7页Journal of Higher Education

基　　金：国家社科基金后期资助重点项目“公共政策绩效生产机制研究”(22FGLA005);教育部人文社科研究青年项目“全过程绩效管理导向下的普惠性财政政策目标优化设置研究”(23YJC630211);华南理工大学教研教改项目“基于情境—问题—能力框架的行政管理应用类课程教学模式研究”(x2ggC9233137)。

摘　　要：公共管理应用类课程教学关系到专业人才培养质量。针对现有该类教学存在的知识结构耗散、课程衔接不畅、能力训练弱化等问题,该文在相关文献基础上提出情境—问题—能力框架的教学模式设想。其基本内容包括课程知识体系廓清与重点梳理、专题化教学情境建构与理论对接、动态情境下实践问题识别与溯源和问题解决的知识选用与能力训练四个维度,同时嵌入情境教学、专题教学、全时教学和互动教学等多种方法。这一模式在理论和实践层面具有重要的创新价值,但需逐步推广应用。可通过教学设计上博采众长以我为主、情景演绎上追求真理服务现实、课堂组织上着眼多数关注个别、课程衔接上循序渐进彰显整体等努力,达到支撑学科发展及强化人才培育目的。Teaching applied courses greatly affects the quality of talent cultivation in public administration.In response to the problems of knowledge dissipation,poor course connection and ability training in this type of teaching,an innovative model is proposed based on the situation-problem-ability framework and related literature.Its basic content includes four dimensions:clarifying the course knowledge system and sorting out key points,constructing specialized teaching scenarios and connecting theories,identifying and tracing practical problems in dynamic contexts,and selecting knowledge and training abilities for problem-solving.It calls for various scientific methods such as situational teaching,specialized teaching,full-time teaching,and interactive teaching.This model has important value in theory and practice,but it needs to be implemented in stages.Efforts can be made to support the discipline development and strengthen talent cultivation by drawing on the strengths of others in teaching design,pursuing truth and serving reality in scenario interpretation,focusing on the individual in classroom organization,and gradually connecting courses without forgetting the whole.

关 键 词：公共管理 应用类课程 教学模式 情境—问题—能力 人才培育 

分 类 号：G642[文化科学—高等教育学]