新修订《科普法》视域下我国高校科技通识课程建设研究——基于10所高校案例的分析

Research on the Construction of Scientific and Technological General Education Curriculum in Chinese Universities in thePerspective of the Revised Law of the People’s Republic of China on Popularization of Science and Technology ：An Analysis Based on Ten University Cases

中文关键词: 新修订《科普法》 科技通识课程 通识教育 高校

英文关键词: the revised Law of the People’s Republic of China on Popularization of Science andTechnology  scientific and technical general education curriculum  general education  universities

中文摘要:

      高校既是培养科技创新人才的主阵地，同时也肩负着提升大学生科学素质的重要使命，科技通识 课程则是高校发挥科普责任、落实育人目标的重要载体。新修订《科普法》的出台，进一步对高校科技通识 课程建设作出了明确要求。在此背景下，基于对新修订《科普法》的解读，本研究对国内10 所代表性高校 案例展开分析，发现我国高校科技通识课程建设还存在以下问题：课程定位不够清晰，科普功能未能充分凸 显，科学素质目标指向不够精准；课程模块设置参差不齐，课程类型较为同质化，课程内容知识中心倾向较 为明显；教学方法较为单一，教学资源较为缺乏；对学习过程的评价关注不够，课程质量监控与管理较为薄 弱，对学生发展需求回应不足。为更好地响应当前政策法规的要求，回应时代发展对科技通识课程的育人需 要，高校应增强科技通识课程的科普功能，构建指向学生科学素质提升的多维课程目标；强化科普责任，增 强统筹规划，优化科技通识课程类别结构；聚焦有共通价值的科学概念和科学观点，促进科技通识课程内容 综合化、教学方法多样化和学习评价方式多元化；完善科技通识课程的管理、监控和保障，不断满足学生长 期发展需求，切实体现科技通识课程提升大学生群体科学素质的独特功能。

英文摘要:

      Universities are not only the main positions for cultivating scientific and technological innovation talents，but also shoulder the important mission of improving the scientific literacy of college students. The science and technology general education curriculum is an important vehicle for universities to fulfill their responsibility of popularizing science and achieving the goal of educating people. The revision and implementation of the Law of the People’s Republic of China on Popularization of Science and Technology has further provided clear requirements and guidance for the science and technology general education curriculum in universities. In this context，based on the interpretation of the revised Law of the People’s Republic of China on Popularization of Science and Technology and the analysis of 10 representative colleges and universities in China，it was found that there were the following problems in the construction of the science and technology general education curriculum in Chinese universities： the positioning of the curriculum was not clear enough，the function of popularising science had not been sufficiently highlighted，and the targets for scientific literacy were not precisely defined；module settings were inconsistent，curriculum types tended to be homogeneous，and a pronounced tendency towards knowledge-centric course content was evident; teaching methods were somewhat uniform， and teaching resources were somewhat scarce；insufficient attention was paid to the evaluation of the learning process，course quality monitoring and management were relatively weak，and there was an insufficient response to the development needs of students. In order to better respond to the requirements of the current science and technology policy and the educational needs of the development of the times， Chinese universities should enhance the science popularisation function of science and technology general education curriculum，establish multi-dimensional course objectives aimed at enhancing students’scientific literacy；reinforce the responsibility for science popularization，enhance the overall planning and optimize the structure of the categories of science and technology general education curriculum；concentrate on scientific concepts and perspectives with universal value，and promote the integration of science and technology curriculum content，the diversification of teaching methods and the diversification of learning evaluation methods; enhance the management，monitoring，and support for science and technology general education curriculum，and effectively reflect the unique function of science and technology general courses to enhance the scientific literacy of college students.