大学课程计量研究初论
| 作 者：唐德海 李枭鹰 |
| 单 位：广西民族大学，大连理工大学 |
| 基金项目：国家自然科学基金项目“地方性大学课程质量
保障体系研究”（71563004）。 |
| 摘 要： |
| 大学课程总是以某种数量、质量和序量而存在，集
中表征为一定数量、质量和序量的“高深知识集合体”。其
中，大学课程数量是高深知识单元或单位量的多少问题；大
学课程质量是高深知识对社会发展需要、学科发展需要或个
体发展需要的满足程度问题；大学课程序量是高深知识或大
学课程信息的内涵与结构是否有序问题。数量、质量和序量
是大学课程的“一体三面”，三者相互作用共塑大学课程的
规定性。大学课程计量是大学课程管理的基础，而大学课程
的数量、质量、序量及其表达，又是大学课程计量的基石。 |
| 关键词：大学课程计量；课程数量；课程质量；课程序量；节
课；门课；群课；域课 |
A Preliminary Study on College Curriculum Measurement
| Author's Name: TANG De-hai LI Xiao-ying |
| Institution: |
| Abstract: |
| A college curriculum is always developed based on quantity, quality and sequence, and is represented
as combination of "advanced knowledge" of a certain quantity, quality and sequence. Quantity, quality and sequence
are the three aspects of a college curriculum, which interact with each other to mould the specification of a college
curriculum. College curriculum measurement is the foundation of college curriculum management, while the quantity,
quality, sequence and its expression of a college curriculum is the cornerstone of college curriculum measurement.
The creation, organization, implementation and evaluation of a college curriculum are always based on the standards
of quantity, quality and sequence, and the value and significance of a college curriculum are always defined by the
quantity, quality and reasonability of sequence. Generally speaking, courses of a college curriculum is a network with
types and levels. Different types and levels of courses of a curriculum are in different curriculum ecological niches,
and they are intrinsically related to each other. Quantity, quality and sequence problems of different types and levels
are evolved accordingly.
To understand and express the quantity of a college curriculum scientifically and accurately, we must solve two
basic problems: The first is to make scientific and reasonable stratification of college courses; the second is to find the
minimum unit of the college curriculum. A college curriculum can be divided into periods, courses, group courses, and
domain courses from low to high. The "lesson point" is the "atom" of a college curriculum, and it is also the minimum
unit of the college curriculum measurement. Moreover, it is the meta-category of college curriculum and the teaching
theory. The "lesson point" contains time, space, information (content), character and other elements, the interaction of
the elements causes phase change of curriculum. It can be inferred that the influence of school education transforms
into the development of students, which is the result of the combined action of time flow, space flow, information flow
and character flow.
Quality is the sum of the characteristics that the entity satisfies the capacity of explicit or implied needs. Among
the three quality concepts of social satisfaction, subject satisfaction and student satisfaction, student recognition
and student development are the most important. Curriculum quality is realized by teachers' teaching and students'
learning, that is, teaching is the fundamental guarantee of curriculum quality, and the quality of college teaching is
the quality of classroom teaching. The quality of classroom teaching depends on the quality of course understanding,
the quality of course presentation, the quality of teacher’s training, the quality of interaction between "teaching" and
"learning", and the quality of student’s experience.
The sequence of college curriculum mainly refers to the degree of good sequencing of college course content.
College curriculum management should follow the law of the development and the interaction of college course
content, optimize the structure of college curriculum, promote the interaction between college course content, and
trigger the increase in the degree of ordering of university course content or the rising of sequencing of college
curriculum so as to make college curriculum release stronger, more pluralistic educational function to realize the
multiplication of college course content.
The quantity, quality, sequence and their expression of college curriculum are the cornerstone of college
curriculum measurement, and are also the main "grip" and "focus" of college curriculum management. The quantity,
quality and sequence of college curriculum are a " interrelated community", and the three are generated and mutually
defined, that is, the quantity is always expressed as the quantity of certain quality and sequence, the quality is always
expressed as the quality of certain quantity and sequence, and the sequence is always expressed as the sequence of
certain quantity and quality. |
| Keywords: college curriculum measurement; quantity; quality; sequence; class period; course; group courses;
domain course |
| 投稿时间：2018-09-10 |
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