关于精品课程建设发展趋势的思考

关于精品课程建设发展趋势的思考

Meditation on Tendency to Develop Elite Courses

林大钧

By Lin Dajun

华东理工大学机械与动力工程学院

The School of Mechanical and Power Engineering, East China University of Science & Technology

摘要：以质量工程为契机,把握精品课程建设发展趋势，对传统的课程作理念层面的调整，以人为本发掘精品课程建设持续发展的内在动力，提出精品课程建设持续发展的关注重点。

Abstracts: Hold the tendency to develop elite courses by taking the advantage of quality project and make theoretic adjustment to conventional courses. Discover the inherent drive of sustainable development in exploring elite courses with people-oriented point and bring forward the key concern about persistent development of elite courses.

一.引言

I. Foreword

2003年教育部开始全面实施“高等学校教学质量与教学改革工程”(简称“质量工程”),在“质量工程”中把建设一批国家级精品课程作为建设目标之一,在教育部关于启动高等学校教学质量与“教学改革工程精品课程建设工作的通知”(教高[2003]1号)中明确提出精品课程要使用网络进行教学与管理,并形成中国高校精品课程网站。(什么是国家精品课程？教育部副部长吴启迪在“千门精品课程上网，打造高教新质量”新闻发布会上讲话中指出国家精品课程就是具有一流的教师队伍、一流的教学内容、一流的教学方法、一流的教材、一流的教学管理等特点的示范性课程。“五个一流”是对精品课程建设内容的基本定义,而“精品课程网站建设”是以教育信息化作为提高教学质量的手段，实现优质资源共享,使优质课程成果发挥示范作用,带动国内同类课程和其他课程建设,使不同高校的学生从网上大面积受益,对全面提高各校的教育教学质量起到重要作用。经过三年建设,教育部已经批准923门国家级精品课程,通过这批课程示范辐射，使各高校对精品课程建设的重要性有了更为深刻的认识，对如何建设精品课程也有了更为深刻的理解。在距教育部五年中完成1500门国家级精品课程建设规模还有二年时间的今天，既要抓住最后二次申报机会积极争取跨入国家级精品课程行列，赢得教育改革与发展的先机，更要从系统工程角度出发看精品课程建设的发展趋势，改变原有的高等教育课程的观念、内容、方法、评价等。因为一方面课程集中体现了国家对人才培养的期待和要求，表现在教育领域就是国家对教育目标、教育方针等一系列问题的制定。而这些较为宏观的战略层面的人才培养的指导思想和蓝图，正是通过国家对课程的设置，课程内容及其一系列的课程要素的规制和引导才得以具体化。另一方面，课程及其教学也是学习者获取知识、发展能力、提升素质，直至成才的主要途径。虽然当今社会的学习形式已经日益多样化，然而通过精心设计的课程活动，学习者能够更加高效、系统地获得成才的绝大部分素质。特别是要与国家对人才培养的要求与时俱进，如创新型国家的建设需要创新型人才等都对精品课程建设的发展趋势提出了更高的要求。从这个角度看，精品课程建设要结合现今世界大学课程发展的普遍趋势，围绕增强课程适应性、更好满足变动不居的社会不断提出的新要求，以及学习者自身对课程日益增长的个性化需求，对传统的课程作理念层面的调整。

In 2003, Ministry of Education started The Project of Reforming Teaching & Quality in

Higher Education Schools (hereinafter referred to Quality Project). One of its aims is to build one group of state-level elite courses in this Quality Project. In the Notice on Launching the Project of Reforming Teaching & Quality in Higher Education Schools issued by the Ministry of Education in 2003, it’s clearly proposed that network would be employed to teach and manage elite courses and establish relevant websites for elite courses in higher education schools in China. What’s the state-level elite course? In the news conference titled Make A Thousand Elite Courses Available Online & Build New Quality for Higher Education, Mr. Wu Qidi, the vice president of Ministry of Education, pointed out state-level elite courses refer to those representative courses characterized by top-ranking teaching team, teaching contents, teaching method, teaching materials and teaching management. The features of Five Top-ranking is the basic definition of elite courses, while the construction of website for elite courses is aimed to share high grade resources by way of improving teaching quality based on educational informatization, to make top-ranking courses play a leading role and motivate the development of similar courses as well as other courses in China, thus to benefit students from different higher schools via network in a large scale, to make great contributions to advance teaching quality at every school in an all-around way. Over the past three years, a total of 923 state-level elite courses have been approved by the Ministry of Education. With the demonstrative radiation of this batch of courses, every higher-education school has become more aware of the significance on the development of elite courses and how to build elite course as well. We still have two years to fulfill the target of building elites courses totaling 1500 within the 5-year plan set by the Ministry of Education. We have to take the last two chances of declaration to actively access to the range of state-level elite courses and win the good opportunities of educational reform and development. Furthermore, we must look into the development trend of elite courses with a view of system project to change the old things in terms of concept, contents, methods, evaluation for higher-education courses. On the one hand, courses highly embody expectation and demands for talents by our country, which represented by the formulation of a series of issues such as target and policy in education sector. While those guidelines and blueprint for talent cultivation with a more macroscopical and strategic sense could be exactly elaborated through the courses setting, planning and management for contents and a series of courses elements by the country. On the other hand, it’s also a major channel for learners to acquire knowledge, develop competence, improve quality and obtain success through courses and teaching. Despite of the increasingly diversification with regard to learning forms in today’s world, the learners can attain most of elements required to be successful in a more efficient and systematic way through carefully designed courses. Particularly, it should be advanced with times in respect of requirements for talents from the country’s point. For instance, the construction of innovative nation needs talents with creative capabilities. All of these have raised higher demands for development tendency to build elite courses. From this point of view, the construction of elite courses should make theoretic adjustment to traditional courses in combination with the general trend of university courses build-up in the world today, and make more efforts on reinforcing adaptability of courses, fulfilling the growing new requirements arisen from the increasingly altering society and personalized demands for courses from the learner itself