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| 交叉学科教育的现实困境和理想路径 |
| The Current Dilemma ofandtheIdeal PathforInterdisciplinary Education |
| 投稿时间：2021-12-15 |
| DOI：10.19834/j.cnki.yjsjy2011.2022.02.05 |
| 中文关键词: 交叉学科教育;组织范式;教育模式;质量标准 |
| 英文关键词: interdisciplinary education;organizational paradigm;education model;quality standards |
| 基金项目:教育部人文社会科学研究项目"新公共治理视域下我国高校学科评估的反思与重构研究"(20YJA880060) |
| 作者 | 单位 | | 刘红 | 合肥学院 教育学院, 合肥 230601 | | 谢冉 | 上海电力大学 科研处, 上海 200090 | | 任言 | 安徽大学 高等教育研究所, 合肥 230031 |
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| 中文摘要: |
| 交叉学科已经成为我国新的学科门类,走上了专业化、制度化、合法化的道路。但遵循社会需求逻辑的交叉学科教育的载体及路径仍是固有的学科知识逻辑,受到传统学科结构、学科间固有的张力以及不同学科组织管理模式的制约,交叉学科教育面临教育理念的模糊与教育模式的拼凑,教育主体和教育方法的单一以及质量标准的缺失等问题。只有转变交叉学科教育理念,构建开放的组织范式、灵活多元的交叉学科教育模式和多元的质量标准,才能达成交叉学科教育目标,真正实现知识和技术创新。 |
| 英文摘要: |
| After being listed into the new discipline category in China,interdisciplines have embarked on the road of specialization,institutionalization,and legalization.However,the carrier and the path of interdisciplinary education that follows the logic of social demand are still within the scope of the inherent logic of subject knowledge,the traditional disciplinary structure,the inherent tension between disciplines,and the organizational management models governing different disciplines.Currently,interdisciplinary education faces such issues as the ambiguity of educational concept,the patchwork of educational models,the unitary educational entity and educational method,and the lack of quality standards.Therefore,the authors suggest that only by upgrading the concept of interdisciplinary education,constructing an open organizational paradigm,making the interdisciplinary education models and quality standards flexible and diversified can we attain the objective of the interdisciplinary education and truly achieve knowledge and technological innovation. |
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