跨学科教育的学科定势现象:反思与破解  

The Discipline Set Phenomenon in Interdisciplinary Education:Reflection and Solutions

作　　者：彭静雯[1] Peng Jingwen

机构地区：[1]南昌大学,江西南昌330031

出　　处：《国家教育行政学院学报》2024年第8期43-51,共9页Journal of National Academy of Education Administration

基　　金：江西省教育科学“十四五”规划重点课题“双一流”战略下地方高校实施跨学科教育的路径选择(21ZD006)。

摘　　要：创新人才是推动新质生产力形成的主体性力量,而跨学科教育正是培养创新人才的重要渠道。目前我国高校跨学科教育的问题是学科定势思维较为突出,它表现为以学科组织化建设为起点,在制度、认知和资源上都倾向于依赖传统学科建制化的路径来发展跨学科。然而,跨学科的内在属性决定了它与传统的学科组织结构有着完全不同的文化基因与诉求,对组织建设的过于依赖将让这种冲突加剧。结合新质生产力的发展要求,以及国内外的经验,应以跨学科的课程与教学改革为起点,让跨学科教育遍布高等教育的各个阶段以及普通教育到职业教育的各种类型,走出一条跨学科教育的中国式现代化道路。Innovative talents are the main force driving the formation of new quality productivity,and interdisciplinary education is an important channel for cultivating innovative talents.At present,the problem of interdisciplinary education in Chinese universities is the prominent disciplinary fixed thinking,which is manifested in the tendency to rely on traditional disciplinary institutionalization paths in terms of institutions,cognition,and resources,starting from the construction of disciplinary organization.However,the inherent nature of interdisciplinary nature determines that it has completely different cultural genes and demands from traditional disciplinary organizational structures,and excessive reliance on organizational construction will exacerbate this conflict.Combined with the development requirements of new quality productivity and the experience at home and abroad,we should start with interdisciplinary curriculum and teaching reform,make interdisciplinary education spread throughout all stages of higher education and various types of general education to vocational education,and walk out a Chinese path to modernization road of interdisciplinary education.

关 键 词：跨学科教育 学科定势 破解路径 

分 类 号：G521[文化科学—教育学]