【作者】 常思亮；

【导师】 张楚廷；

【作者基本信息】 湖南师范大学 ， 课程与教学论， 2010， 博士

【摘要】 教师、学生、课程体系三者构成了现代大学教育质量和特色的三大要素。课程的基础价值在于：大学是通过课程而呼应科学技术的发展与社会经济、政治、文化进步和变革的；课程直接关系学生的发展,良好的课程设计就是为大学生的美好人生提供设计蓝图；大学课程的地位随着大学地位的上升而持续上升,大学改革必然触及课程体系及其管理制度的改革,优秀的大学决策者必定会对课程有更多的关注。“大学课程”是大学按照一定的教育目的所建构的各学科和各种教育、教学活动的系统,也即包括课程目标、课程内容、课程实施、课程评价在内的有机、动态系统；“大学课程决策”是大学管理者在一定的决策理念和大学教育理念的指导下,为达到一定的人才培养目标,选择或确定合理的课程体系及其组织实施制度的分析、判断、抉择活动。本文从决策理论的视角,按照决策理论“应该怎样决策(决策的方法论)——谁来决策(决策的主体)——决策什么(决策的主要内容)”的逻辑思路,在宏观层面来展开对大学课程决策的研究。作为大学课程决策方法论基础的理性决策理论和渐进决策理论是关于决策应该怎样制订的理论,所涉及的主要是规定性研究。通过分析这两种理论的主要特点、相互关系,探讨它们在大学课程实践中的适用性,考量其利弊,有助于我们在方法论层面研究大学课程决策的科学性和有效性,进而提高课程决策质量。大学课程决策体制是大学课程决策的机构设置、隶属关系及决策权限划分及其管理制度。本文以美国大学为典型的大学自主课程决策体制和以中国大学为典型的政府主导的课程决策体制为对象,从宏观层面研究不同性质的大学课程决策体制下的课程决策主体的构成、功能及其决策过程以及我国大学课程决策体制改革的决策思路。大学课程决策的内容主要包括：大学课程体系的决策、大学课程与专业关系模式的决策、大学课程实施管理制度决策。大学课程体系是在一定的教育价值理念指导下,将课程的各个构成要素加以排列组合,使各个课程要素在动态过程中统一指向人才培养目标的系统。大学课程体系决策要解决的基本问题是：“通才教育课程与专业教育课程,必修课程和选修课程,理论课程和实践课程,课内课程与和课外活动”等四对矛盾关系。超越性、独特性、权变性则是决策我国大学课程体系改革时必须进一步思考的问题。学年制和学分制是大学课程组织实施的两种管理基本制度。而由选课制、弹性学制为核心的学分制因其有效的课程运行机制和管理模式,成为当今世界各国大学一种主流的课程组织实施的管理制度。同时也是当今中国大学课程组织实施制度改革的必然选择。我国大学有效推进学分制改革的决策思路是：吸收和借鉴别国的经验,积极探索符合国情和校情的学分制；以“系统论”为指导推进学分制改革；与世界发达国家高等教育对接,推进学分制改革。分专业培养高级专业人才,是现代大学教育的重要功能和本质特征。大学的专业是一组课程的组合,是一种与大学培养人才更直接的专门课程体系。中外大学教育的历史实践表明,不同的专业与课程的关系模式,形成不同的课程体系,产生不同的教育效果。本文系统研究了以美国大学为代表的课程组合专业模式和以中国大学为代表的专业规定课程模式。在此基础上,提出未来我国大学总的改革趋向应当由“专业与课程关系模式”向“课程组合专业模式”过渡,实行“课程组合专业模式”。更多还原

【Abstract】 Teachers, students, and the curriculum system are the three basic factors of quality and characteristics in modern university education. The fundamental value of curriculum is: university is echoed with development of science and technology, social economic, political, and cultural progress and change through the curriculum. The development of students directly related to the course design, good course design is a blueprint for students’wonderful career. With the public increasing concern for university, curriculum position is continued to rise with the rise of university. University reform is related to curriculum system and management system reform necessarily, and the outstanding university policymakers will pay more attention to curriculum undoubtedly."The university curriculum" is a system of various subject, various teaching and learning activities, which made up by the university according to certain purpose. That’s to say, it includes curriculum objectives, curriculum content, curriculum implementation and curriculum evaluation. "The university curriculum decision-making" is activities of analysis, judgement and decision. Which is to chose or determine the reasonable curriculum system and the implementation of organization for a certain training objective under the guidance of a certain decision theory and educational concept. This essay is a study of university curriculum decision-making in the macroscopic level from the perspective of the theory of decision making. It follows the logic line of decision theory that:"how to decision (the decision-making methodology)—who decision (Decision-making subject)—decision what (the main contents of the decision)".As the base of university curriculum decision-making methodology, the decision-making theory and evolutionary theory is the theory about "how to make the decision", involving of prescriptive research. By analyzing the main characteristics and mutual relations of these two theories, exploring their applicability of university course in practice, and taking into consideration of the pros and cons, which help us to study the scientificity and validity of university courses at the methodology level, thereby improving the quality of curriculum decision-making.University curriculum decision-making system includes a university course in policy-making settings, relationships of subordination and the division of decision-making and its management system. This paper, targets at the typical American university autonomy curricula and the Chinese University government-led programs in decision-making system, and studies the composition, functions and the decision-making process of curriculum decision-making system under the different types of college courses decision-making body in the macro-level and the ideas of Chinese university curriculum decision-making system reform.The content of university curriculum decision-making mainly includes:the decision-making of university curriculum, the decision-making of relationship model between university curriculum and profession, the decision-making of management system of university curriculum. University curriculum system is arranging and combination of every factor of curriculum in guidance of certain education value concept, so that the elements of each course point at the talent training objective uniformly in the dynamic process. The basic problems that the university curriculum decision-making to solve are four-pair contradiction relations:"educational courses and professional education courses, required courses and elective courses, theory lessons and practice courses, course in class and activities out of class". The further question of our university curriculum reformation is:Transcendence, uniqueness, adaptability.Scholastic Year Systen and Credit Systen are two kinds of basic management system in the university curriculum implementation. With elective system and flexible study as the core, Credit Systen becomes a mainstream of university curriculum implementation management system in the world because of the effective curriculum operation mechanism and management mode. It is also the inevitable choice of university curriculum system reformation in China nowadays. The way of our university to effectively promote the reform of credit system is to absorb and draw upon fruits of the foreign experience, and actively explore the credit system accoding with the condition of our country and our university, advance the reform of credit system "system theory"-based tutorial, dock with Higher education of the developed countries to promote the reform of credit system.The important function and nature of modern university education is to train senior professional talent by different majors. The major in university is a group of course, is a more direct and special curriculum system with talent training. The history of Chinese and foreign university education practice shows that the different relationship pattern between major and course forms different curriculum system of education and produce different effect. In this paper the American university mode of "professional courses combine major" as a representative and the Chinese university mode of "major provides courses" as a representative are systematically discussed. On that basis, the paper propose that the general trend of Chinese university reformation should transit from "the mode of relationship between major and courses" to "the mode of professional courses combine major", and finally put " the mode of professional courses combine major " into practice.更多还原