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| 打开跨学科教育的“黑箱”——研究生跨学科课程的知识整合与传递 |
| On the “Know-how” of Interdisciplinary Education: Knowledge Integration and Transfer in Interdisciplinary Curriculum for Postgraduates |
| 投稿时间：2024-03-29 |
| DOI：10.19834/j.cnki.yjsjy2011.2024.06.04 |
| 中文关键词: 跨学科;研究生课程;知识整合;伯恩斯坦;知识话语理论 |
| 英文关键词: interdisciplinary;postgraduate curriculum;knowledge integration;Bernstein;knowledge discourse theory |
| 基金项目:国家社科基金重大项目"促进高等教育与科技创新、经济发展更好结合研究"(232DA059) |
| 作者 | 单位 | | 王嵩迪 | 华南师范大学 粤港澳大湾区教育发展高等研究院, 广州 510631 |
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| 中文摘要: |
| 知识生产模式的转型与新一轮科技革命、产业革命加速发展,对高层次复合型创新人才的需求愈加迫切,跨学科研究生教育已经成为全球性趋势。课程学习在研究生教育中具有基础性作用,加强跨学科课程建设突显出重要的现实意义。为回答研究生跨学科课程究竟应该如何进行知识的组织与传递,服务于跨学科人才培养目标的实现,研究运用伯恩斯坦知识话语理论,依据跨学科课程内容中交叉融合的学科知识类型,区分出了水平性知识整合模式、阶层性知识整合模式、交叉性知识整合模式三类跨学科课程知识整合模式,并揭示出不同模式下跨学科课程适用的教学方式,以期为我国高校研究生跨学科课程建设提供理论指导,充分发挥跨学科课程在复合型创新人才培养上的基础性作用。 |
| 英文摘要: |
| With the transformation of the mode of knowledge production and the acceleration of a new round of science and technology revolution and industrial revolution, the demand for qualified high-level interdisciplinary and innovative professionals has become more urgent, and interdisciplinary postgraduate education has become a global trend. Curriculum-based study plays a fundamental role in postgraduate education, and strengthening the development of interdisciplinary curriculum is of great practical significance. To answer the questions of how the interdisciplinary curriculum for postgraduates organizes and transfers knowledge, and how it serves the goal of fostering interdisciplinary talents, the author, based on the types of interdisciplinary knowledge integrated in the interdisciplinary curriculum content, applies Bernstein's knowledge discourse theory to distinguish three interdisciplinary curriculum knowledge integration modes, namely, horizontal knowledge integration mode, hierarchical knowledge integration mode and intersectional knowledge integration mode. Accordingly, the author identifies the characteristics of teaching methods suitable for interdisciplinary curriculum in different modes. It is hoped that this study can provide theoretical guidance for the development of interdisciplinary curricula for postgraduates in China's universities, and give full play to the basic function of interdisciplinary curricula in cultivating interdisciplinary and innovative talent. |
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