中国电化教育

面对科技革命与教育转型,亟需推动科技教育与人文教育协同,而通识教育正是二者协同的关键路径。该文立足科技—人文协同的现实需求,明确其内涵、理论逻辑和现实困境,并以美国四所大学为案例,借助STS理论与教育学视角构建定位—实施—保障三维分析框架,对美国高校科技—人文通识课程群建设的实践进行分析。研究发现:麻省理工学院、斯坦福大学、加州大学伯克利分校与哈佛大学,分别以真实问题驱动、自我探索、公立经典传承、全球能力培育为核心,形成各具特色的通识课程群实践逻辑,且呈现以下共性特征:在课程群定位上,强调STS理论引领的多元价值共识;在课程群实施上,采用主题驱动的灵活教学与多元评价;在课程群运行保障上,实现制度和资源的协同赋能与动态调整。基于此,我国高校科技—人文协同通识教育改革,应推动通识课程群由知识补充走向价值共生、由学科拼接走向议题组织、由项目建设走向制度生成。

In the face of the scientific and technological revolution and the transformation of education, it is urgent to promote the synergy between scientific and technological education and humanistic education, and general education is the key to the synergy between the two. Based on the practical needs of science and technology-humanities collaboration, this paper clarifies its connotation, theoretical logic and practical dilemma. Taking four universities in the United States as examples, this paper constructs a three-dimensional analysis framework of positioningimplementation-guarantee from the perspective of STS theory and pedagogy, and analyzes the practice of the construction of science and technology-humanities general education curriculum group in American universities. The study found that MIT, Stanford University, University of California, Berkeley and Harvard University, respectively, with real problem-driven, self-exploration, public classic inheritance, and global capacity cultivation as the core, form a distinctive general education curriculum group practice logic, and present the following common characteristics: in the curriculum group positioning, emphasizing the multi-value consensus led by STS theory; in the implementation of the curriculum group, the theme-driven flexible teaching and multiple evaluation are adopted; in the operation guarantee of curriculum group, the coordinated empowerment and dynamic adjustment of system and resources are realized. Based on this, the reform of science and technology-humanities collaborative general education in colleges and universities in China should promote the general education curriculum group from knowledge supplement to value symbiosis, from discipline splicing to issue organization, and from project construction to system generation.