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作 者:常俊跃[1] 刘兆浩 CHANG Junyue;LIU Zhaohao
机构地区:[1]大连外国语大学英语学院,辽宁大连116044 [2]山东财经大学外国语学院,山东济南250014
出 处:《东北亚外语研究》2025年第1期16-25,共10页Foreign Language Research in Northeast Asia
基 金:教育部首批新文科研究与改革实践项目“新文科建设背景下外语学科国别区域学专业建设探索”(2021040006);大连外国语大学2024年度“东北亚学科群”重点学科方向团队建设专项重点项目“东北亚涉外教育研究”(2024DBYXK06)的阶段性成果;北京外国语大学北京高校高精尖学科“外语教育学”建设项目(2020SYLZDXM011)的支持。
摘 要:本研究基于国内外现有文献,在梳理人才培养模式内涵与外延的基础上,尝试界定了区域国别学人才培养模式,建构了区域国别学人才培养模式要素构成框架,探讨了系统论思想对研究和实践区域国别学人才培养模式的指导意义。对相关文献分析后发现,区域国别学人才培养模式可理解为,教育主体在一定思想理念指导下,根据确定的培养目标和能够创造的教育条件所设计的、由若干要素构成的有关区域国别学人才培养过程的理论模型与实践样式,该模式主要涉及区域国别学学科设置、区域国别学专业设置、区域国别学课程设置等一级要素。希望本文能为未来进一步深化区域国别学人才培养模式内涵、构建由区域国别学人才培养模式不同层级要素构成的理论模型,为探索各要素在区域国别学人才培养实践中可能的设计及指导模型搭建与样式选择的思想等提供参考。Based on the existing literature at home and abroad,this study probed into the connotation and denotation of talents cultivation mode,then tentatively clarified the mode of country and region studies(CRS)talents cultivation and its composing elements.The significance of system philosophy to the research and implementation of this mode was also explored.Review of relevant literature has yielded that the mode of CRS talents cultivation refers to the theoretical model and practical style of the process of CRS talents cultivation designed by the educational subjects under the guidance of certain educational approach or philosophy in accordance with the established educational objectives and the accessible educational conditions,and it mainly involves three first-level elements:the planning of CRS discipline,the establishment of CRS specialty,and the design of CRS curriculum.It is hoped that this study may shed light on the further exploration of the connotation of CRS talents cultivation mode,the construction of the theoretical model with its composing elements at different levels,the design of each element in the practice of CRS talents cultivation and the selection of educational approach or philosophy.
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