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《南京师范大学学报（社会科学版）》[ISSN:1006-6977/CN:61-1281/TN]

卷:

期数:

2017年01期

页码:

065

栏目:

教育学理论与实践研究

出版日期:

2017-02-28

文章信息/Info

Title:

Cultivating Outstanding Innovative Talents through UndergraduateHonors Program：Ideas，Paths and Difficulties

作者:

钱再见^*

南京师范大学强化培养学院，210023

Author(s):

QIAN Zai-jian

关键词:

拔尖创新人才; 荣誉教育; 荣誉学院; 自主性; 个性化; 国际化

Keywords:

outstanding innovative talents; honors education; honors college; autonomy; individuation; internationalization

摘要:

现代荣誉教育起源于英美高等教育中精英主义教育理念的发展，其目标是专门为优秀学生设计一种个性化教育形式，以适应优秀学生多样化的学习需求。当代中国高等教育中的荣誉教育以培养本科拔尖创新人才为直接目标，透过荣誉学院组织实施，并且逐步制度化。在汲取古今中外教育理想与实践经验的基础上，中国的荣誉教育形成了本科拔尖创新人才的培养理念，主要包括书院式管理、自主性学习、个性化培养、研究性教学和国际化发展。但是，荣誉学院在本科拔尖创新人才培养过程中也面临着一系列突出的矛盾与困境，如刚性制度与自由发展的矛盾、政策倾斜与资源不足的矛盾以及卓越目标与就业现实的矛盾等。在荣誉教育实践中，具有中国特色的拔尖创新人才培养路径主要包括，完全学分制、全程导师制与进入—退出制；“小学分”课程、“小班化”教学、“小组别”研讨；“跨学段”选课、“跨学校”学习、“跨学科”发展，等等。

Abstract:

Modern honors education originated with the development of the concept of elitist education inBritish and American higher educations. The goal is to design a personalized form of education for the excellentstudents in order to fully meet their learning needs. Traditional Chinese society was always elitist-oriented. Theimperial examination system and the traditional residential academy system were the institutional approachto this kind of elitist value orientation. The direct target of honor education in contemporary China’s highereducation is to cultivate outstanding innovative undergraduate talents. To cultivate innovative undergraduatesin China has been organized and implemented through the honors programs，and gradually institutionalized.Based on the experience and practice of the educational idea at all times and in all countries，Chinese honorseducation has generated certain concepts for training top-notch innovative undergraduates，including classicalresidential academy style governance，autonomous learning，individualized training，inquiry-based teaching，and international cooperation. At the same time，China’s honor education is to explore a path with Chinesecharacteristics for training innovative talents，such as“ three systems” of administration，i.e.，full credit system，full tutorial system and the entry-exit system；“three smalls” of teaching，i.e.，small credit course，small sizedclass and small group discussion；“three inters” of learning，i.e.，inter-grade registration，inter-collegiateleaning and inter-disciplinary studies.

备注/Memo

备注/Memo:

* 社会学博士，南京师范大学强化培养学院教授、博士生导师，210023。本文系国家社会科学基金项目（13BZZ032）的阶段性成果；南京师范大学教改项目（18122000090427）成果。本文的英文版在2016 年10 月27-29 日东南大学吴健雄学院召开的荣誉教育国际研讨会暨第二届卓越大学联盟荣誉学院院长联席会议上宣读，感谢与会专家学者就文章核心观点所进行的研讨。

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更新日期/Last Update: 2017-02-28