（精）文理艺大综合课程构成原理.ppt

文理艺大综合课程构成原理On Principles ofComprehensive Curricula of Liberal Arts, Science and Art(CCLASA) 赵伶俐 Zhao Lingli ．China 西南师范大学文学院、美育研究中心 . 中国重庆北碚．400715 SCIENCE-AESTHETICS-PRACTICE: On Principles of Comprehensive Curricula of Liberal Arts, Science and Art (CCLASA) Zhao LingliDepartment of Literature Southwest China Normal University Beibei, Chongqing 400715 PRC Phone: 86- 023 Fax: 86- 023-8252410Email: zhaolinli2002@ To foster all-round creative talents of students is the ultimate purpose of comprehensive curricula. 综合课程设置的根本价值，是培养综合性创新人才。 Comprehensive curricula vary widely now. 目前综合课程的模式多种多样。 但是，在世界教育范围和中国 新课程改革中，综合课程设置和实施都是难点。 However, Comprehensive doesn’t mean simply putting together knowledge of various disciplines, or solving a problem with it. 但是，综合不能是多学科知识和应用的简 单相加、机械拼凑、表面粘合。 The most difficulty and imperative thing to do is to deal with the relations of knowledge logically so that it can be reorganized to form a new system of knowledge. 如何实现学科知识间内在逻辑的有机联系，是综合课程设 置、 实施和发展急待解决的难题。 To solve the problem, the author and her colleagues put forward a theory called Comprehensive Curricula of Liberal arts, Science and Arts ( CCLASA) through over a decade’s experimental research. “文理艺大综合课程”（CCLASA）,是我们十数年来为解决这一 问题而获得的一项重要研究成果。 The main principles of CCLASA : Viewpoint Structure embodies scientific logic relations and Aesthetic Judgment implies an impelling force , they both perform well in practice. CCLASA的基本构成原理和特点是： “视点结构”为文理艺多学科综合的逻辑构成线路（科学性）, “审美”为多学科综合的逻辑动力。（人文性） “实践”为多学科综合知识和审美的行为转化。前两者在充分的 实践活动中得到实现。 （行动性） The theory of CCLASA is based primarily on the features of the development of comprehensive disciplines which plays an important role in designing them. 当代科学综合发展的特征，是创设CCLASA的重要参。 The emergence and elements of cross disci