大学课程发展学生个人知识的必要与可能-中国高等教育改革与发展.DOC

大学课程：发展学生个人知识的必要与可能 王一军 （南京大学教育研究院 210093） 【摘要】从中世纪真正意义上的大学诞生之日起，大学存在的哲学一直是围绕“高深学问”建构的，课程目标也围绕“高深学问”展开。这种历史逻辑依赖于四个条件，即大学是高深学问的领地、大学学习是少数精英的特权、大学实现充分的学术自治、教授享有充分的学术自由。但是随着高等教育进入大众化时代并快速迈向普及化、信息高速公路进入普通家庭、学习型社会逐步形成，“高深学问”作为大学存在的哲学和课程目标，失去了几乎所有的支撑条件：垄断身份消解、合法地位转移、主体需求丧失、制度环境恶化、机构功能分离，这些变化决定了当代大学教育哲学应由“高深学问”转向“个人知识”。作为大众化条件下大学课程目标的“个人知识”，包括专业知识的个性化建构、具体情境中解决问题的能力、行动中的独特思路和方法、对知识价值与自我需要的意知以及理智信念与情感寄托等。基于“个人知识”的大学课程目标包括学术体验、专业建构、意会能力和理智激情四个维度。 [关键词] 大学课程 学术自由 高深学问 高等教育大众化 个人知识 University Curriculum：It is Necessary and Possible to Develop Students Personal Knowledge Wang Yijun （Institute of Education, Nanjing University, Nanjing, 210093） Abstract：From the emergence of the medieval university, the existence philosophy of the university has been around of “profound knowledge” to construct, and the curriculum objective has also been around of “profound knowledge” to develop. This historical logic dependent on four conditions, namely the university is of profound knowledge domain, college is the privilege of the elite, university achieve full academic autonomy, professor enjoy full academic freedom. But with higher education entered popular era and fast towards universal, the information superhighway into ordinary families, and gradually formed a learning society, profound knowledge as the existence philosophy of university and the curriculum objective lost almost all of the supporting conditions: monopoly identity digestion, legal status transfer, main requirements loss, the deterioration of the environment, system function, these changes of contemporary university education philosophy was decided by “of profound knowledge” to “personal knowledge”. As a university curriculum goal “personal knowledge” in popular conditions, including of professional knowledge of individuation, the ability to solve problems in various situation, unique ideas and methods in the act, awareness of the value of the knowledge and self need, and the rational belief and emotions. The university