【作者】 王晓辉；

【导师】 董泽芳；

【作者基本信息】 华中师范大学 ， 高等教育学， 2014， 博士

【摘要】 通过培养创新人才实施创新战略是知识经济时代世界各国的共识。一流大学是培养创新人才的重要基地,一流大学的本科教育在培养创新人才中处于基础性地位。要提高一流大学本科教育质量,必须对一流大学本科人才培养模式进行改革和创新。近年来,我国社会对一流大学人才培养质量的批评和质疑越来越多,钱学森曾意味深长的指出,“为什么我们的学校总是培养不出杰出人才?一个重要原因是没有一所大学能够按照培养科学技术发明创造人才的模式去办学”。随着国家不断加大本科人才培养模式改革的力度,高校尤其是一流大学认识到,教育只有通过促进个性的和谐发展才能真正推动社会发展,许多一流大学开始积极探索构建个性化人才培养模式,在此背景下,开展一流大学个性化人才培养模式研究,具有重要的理论价值和现实意义。本文将沿着文献梳理—理论建构—比较研究—现状分析—对策探讨—总结展望的总体思路展开,包括绪论、理论探讨、比较研究、现状分析、问题与原因剖析、对策思考、结语等七个部分。绪论部分,阐述了本研究的研究背景和研究意义,呈现了文献综述和研究起点,介绍了研究视角和研究方法,阐明了研究思路和研究框架。通过文献梳理,本文认为应该从四个方面加强个性化人才培养模式研究,一是强化研究的人本意识；二是加强综合研究；三是重视理论建构；四是注重理论分析和实证研究的紧密结合。因此,本文加强了个性化人才培养模式的理论研究,采用比较的视角和综合的视角,运用多种研究方法,尤其是注重运用社会学的调查方法,以期准确把握目前我国一流大学个性化人才培养模式改革的现状。理论探讨部分,首先对一流大学、个性与个性化、人才培养模式、个性化人才培养模式等核心概念进行了界定。本文认为个性化人才培养模式就是培养主体为了实现特定的人才培养目标,在一定的教育理念指导和一定的培养制度保障下设计的,由若干要素构成的注重提升培养对象独特性、主体性、创造性与和谐性培养过程的理论模型与操作式样。大学个性化人才培养模式由人才培养理念、专业设置模式、课程设置方式、教学制度体系、教学组织形式、教学管理模式、隐性课程形式、教学评价方式等8大要素构成。然后阐释了研究的主要理论基础,即多元智能理论、个性发展理论和高等教育分流理论。最后分析了我国一流大学构建个性化人才培养模式的重要意义,即提高高等教育质量实现人才强国的重要途径、提升人才培养质量推进大学发展的核心环节、践行以人为本促进学生个性发展的关键举措。比较研究部分,精选了国外8所一流大学,从个性化人才培养模式的8个构成要素出发,分析了这些一流大学人才培养模式的主要特点,总结了他们个性化人才培养模式的共同创新经验,即重视更新人才培养理念,强调创造个性培养；积极改进专业设置模式,强化独特个性发展;不断优化课程设置方式,促进个性自由发展；注重改革教学制度体系,着眼个性全面发展；大力创新教学组织形式,助推主体个性提升；深入改革教学管理模式,适应个性发展要求；重视培育隐性课程形式,促进和谐个性发展；注重完善教学评价方式,引导个性全面发展。现状分析部分,选择了我国中部地区四所一流大学的个性化人才培养模式进行调查研究。首先介绍了调查目的与意义、调查对象与方法,然后对调查结果进行了分析,分别总结了四种个性化人才培养模式的基本情况和主要特点,并对其中两种模式的问卷调查结果进行了数据分析。问题与原因剖析部分,基于调查结果的分析,认为我国一流大学个性化人才培养模式的问题是：人才培养理念功能弱化、专业设置模式有待完善、课程设置方式不够合理、教学制度体系亟待健全、教学组织形式面临革新、教学管理模式刚性过强、隐性课程建设重视不够、教学评价方式亟待改革。问题形成的原因主要有三个方面：传统文化的影响、基础教育的制约、高等教育的积弊。对策思考部分,主要分为两个层面,一是国家加强人才培养宏观调控,即发挥高等教育文化功能,让一流大学积极引领文化创新；调整高等教育价值取向,更加重视促进大学生个性发展；做好人才培养顶层设计,引导一流大学构建个性化模式；改革高等教育管理体制,促进一流大学形成个性化模式。二是一流大学推进个性化人才培养模式改革,即凝炼人才培养理念,突出大学生个性培养；完善专业设置模式,适应大学生独特个性；优化课程设置方式,着眼大学生个性发展；健全教学制度体系,促进大学生个性发展；革新教学组织形式,提升大学生主体个性；创新教学管理模式,服务大学生个性发展；加强隐性课程建设,培养大学生和谐个性；改革教学评价方式,关注大学生创造个性。结语部分,主要对研究进行了总结和展望。本文可能在以下四个方面有所创新：一是选题创新；二是理论框架创新；三是比较研究有所创新；四是现状研究有所创新。同时,本文至少存在以下三点不足：一是调查的对象还不够丰富广泛：二是原因分析有待深入：三是对策探讨有待加强。更多还原

【Abstract】 By cultivating innovative talents to carry out innovation strategy is the consensus of countries around the world in knowledge economy era. First-class universities is an important base for cultivating innovative talents, first-class universities’undergraduate education hold fundamental position in cultivating innovative talents. To improve first-class universities’undergraduate education quality, we must reform and innovate their undergraduate cultivation mode. In recent years, the first-class universities’ education quality has been criticized and questioned more and more. Qian Xue-sen once profoundly pointed out that:"why our schools can’t develop outstanding talents? One important reason is that no college or university follows the science and technology innovative talents cultivation mode." With our nation’s increasing efforts in undergraduate cultivation mode reform, especially first-class universities recognize that education only by promoting the harmonious development of individuality can truly promote social development. Many first-class universities begin to actively explore constructing individualized cultivation mode, in this context, carrying out research on first-class universities’ individualized cultivation mode, has important theoretical value and practical significance. This paper will follow the path of "related research review—theory construction-comparative research—current situation analysis—solutions discussing—summary and prospect", including seven parts:introduction, theoretical discussing, comparative study, current situation analysis, problems and reasons analysis, suggestions, conclusions.In introduction part, this paper will describe the background and significance of this research, present the related research review and research starting point, introduce the research perspective and research methods, elaborate the research path and framework. Through the related research review, we should strengthen the research of individualized cultivation mode from four aspects:first, we should adjust research orientation; second, strengthen comprehensive study; third, reinforce theoretical construction; fourth, make theoretical analysis and empirical research closely integrated. Therefore, this paper will strengthen the theoretical study, use comparative perspectives and multiple research methods, especially focus on the use of sociological investigation method, to accurately grasp the current situation of our first-class universities’individualized cultivation mode reform.In theoretical discussing part, first we will define the core concepts such as:first-class university, individuality and individualized, cultivation mode, individualized cultivation mode. We think that individualized cultivation mode is a theory model and operation pattern which consists of a number of components, it’s designed under certain education idea and cultivation systems, and the main function is to improve students’uniqueness、subjectivity、creativity and harmony. Universities’ individualized cultivation mode has the following eight elements:cultivating idea、major setting mode、curriculum setting mode、teaching system、teaching organization form、teaching management mode、hidden curriculum form、teaching and learning evaluation method. Then explains the main theory basis of this research, which is multiple intelligences theory, individuality development theory and higher education shunting theory. Finally analyze the significance of our first-class universities’ constructing individualized cultivation mode:the important way to improve the higher education’s quality and achieve talents-based country development; the core link to improve talent cultivation quality and promote university development; the key measure to fulfill people-oriented idea and promote the development of students’ individuality.In comparative study part, this research will select eight foreign first-class universities, from the eight consisting elements, analyze the main characteristics and common innovation experiences of their individualized cultivation mode. The common experiences are:pay attention to renew the cultivating idea, emphasize cultivating creativity; improve major setting mode, strengthen the uniqueness development; constantly improve curriculum setting mode, promote the free development of individuality; focus on the teaching system reform, aim the overall development of individuality; innovate the teaching organization form, boost the subjectivity upgrade; reform the teaching management mode, adapt to individuality development needs; pay attention to nurture hidden curriculum form, promote the harmonious development of individuality; focus on improving teaching and learning evaluation method, guide the overall development of individuality.In current situation analysis part, we will choose four fist-class universities’ individualized cultivation mode to investigate. First introduce the purpose、significance、object and method of the investigation, then analyze the investigation results and summarize the features of four kinds cultivation mode. And analyze the questionnaire survey of two modes.In problems and reasons analysis part, based on the investigation results, we think the main problems of our individualized cultivation mode are:the function of cultivating idea being weaken; major setting mode need to be improved; curriculum setting mode is not reasonable; teaching system need to be completed; teaching organization form facing innovation; teaching management mode is too stiffness; hidden curriculum form is inefficient; teaching and learning evaluation method need to be reformed. Causes of the problems are:the influence of traditional culture; the restriction of fundamental education; the long-standing problems of higher education.In suggestions part, the countermeasures are divided into two levels:First our country should strengthen the macro adjustment of universities’ cultivation, the specific measures including:exert higher education’s cultural functions, let first-class universities actively leading cultural innovation; adjust the value orientation of higher education, pay more attention to promote students’ individuality development; make cultivation top-level design, guide first-class universities construct individualized cultivation mode; reform higher education management system, promote first-class universities formation of individualized cultivation mode. Second, first-class universities should continue push forward the reform:refine the cultivating idea, highlight the cultivation of college students’ individuality; improve the major setting mode, adapt to college students’ individuality; optimize the curriculum setting mode, focus on individuality development; complete teaching system, promote individuality development; reform the teaching organization form, upgrading the subjectivity; innovate the teaching management mode, serve individuality development; strengthen the construction of hidden curriculum, cultivate harmonious individuality; reform the teaching and learning evaluation method, focus on creativity.In conclusions part, mainly summarize and forecast the whole research. This study may be innovative in the following four aspects:first, the topic is innovative; second, the theoretical framework; third, the comparative study; fourth, the status research. Also, this study at least has three shortcomings:first, the object of the investigation is not sufficient and wide enough; second, the reason analysis needs to be deeper; third, the discussion of the countermeasures needs to be strengthened.更多还原