關(guān)于精品課程建設(shè)發(fā)展趨勢(shì)的思考.doc

關(guān)于精品課程建設(shè)發(fā)展趨勢(shì)的思考Meditation on Tendency to Develop Elite Courses林大鈞By Lin Dajun華東理工大學(xué)機(jī)械與動(dòng)力工程學(xué)院The School of Mechanical and Power Engineering, East China University of Science & Technology摘要：以質(zhì)量工程為契機(jī),把握精品課程建設(shè)發(fā)展趨勢(shì)，對(duì)傳統(tǒng)的課程作理念層面的調(diào)整，以人為本發(fā)掘精品課程建設(shè)持續(xù)發(fā)展的內(nèi)在動(dòng)力，提出精品課程建設(shè)持續(xù)發(fā)展的關(guān)注重點(diǎn)。Abstracts: Hold the tendency to develop elite courses by taking the advantage of quality project and make theoretic adjustment to conventional courses. Discover the inherent drive of sustainable development in exploring elite courses with people-oriented point and bring forward the key concern about persistent development of elite courses.一. 引言I. Foreword2003年教育部開始全面實(shí)施“高等學(xué)校教學(xué)質(zhì)量與教學(xué)改革工程”(簡(jiǎn)稱“質(zhì)量工程”),在“質(zhì)量工程”中把建設(shè)一批國(guó)家級(jí)精品課程作為建設(shè)目標(biāo)之一,在教育部關(guān)于啟動(dòng)高等學(xué)校教學(xué)質(zhì)量與“教學(xué)改革工程精品課程建設(shè)工作的通知”(教高20031號(hào))中明確提出精品課程要使用網(wǎng)絡(luò)進(jìn)行教學(xué)與管理,并形成中國(guó)高校精品課程網(wǎng)站。(什么是國(guó)家精品課程？教育部副部長(zhǎng)吳啟迪在“千門精品課程上網(wǎng)，打造高教新質(zhì)量”新聞發(fā)布會(huì)上講話中指出國(guó)家精品課程就是具有一流的教師隊(duì)伍、一流的教學(xué)內(nèi)容、一流的教學(xué)方法、一流的教材、一流的教學(xué)管理等特點(diǎn)的示范性課程。“五個(gè)一流”是對(duì)精品課程建設(shè)內(nèi)容的基本定義,而“精品課程網(wǎng)站建設(shè)”是以教育信息化作為提高教學(xué)質(zhì)量的手段，實(shí)現(xiàn)優(yōu)質(zhì)資源共享,使優(yōu)質(zhì)課程成果發(fā)揮示范作用,帶動(dòng)國(guó)內(nèi)同類課程和其他課程建設(shè),使不同高校的學(xué)生從網(wǎng)上大面積受益,對(duì)全面提高各校的教育教學(xué)質(zhì)量起到重要作用。經(jīng)過(guò)三年建設(shè),教育部已經(jīng)批準(zhǔn)923門國(guó)家級(jí)精品課程,通過(guò)這批課程的示范輻射，使各高校對(duì)精品課程建設(shè)的重要性有了更為深刻的認(rèn)識(shí)，對(duì)如何建設(shè)精品課程也有了更為深刻的理解。在距教育部五年中完成1500門國(guó)家級(jí)精品課程建設(shè)規(guī)模還有二年時(shí)間的今天，既要抓住最后二次申報(bào)機(jī)會(huì)積極爭(zhēng)取跨入國(guó)家級(jí)精品課程行列，贏得教育改革與發(fā)展的先機(jī)，更要從系統(tǒng)工程角度出發(fā)看精品課程建設(shè)的發(fā)展趨勢(shì)，改變?cè)械母叩冉逃n程的觀念、內(nèi)容、方法、評(píng)價(jià)等。因?yàn)橐环矫嬲n程集中體現(xiàn)了國(guó)家對(duì)人才培養(yǎng)的期待和要求，表現(xiàn)在教育領(lǐng)域就是國(guó)家對(duì)教育目標(biāo)、教育方針等一系列問(wèn)題的制定。而這些較為宏觀的戰(zhàn)略層面的人才培養(yǎng)的指導(dǎo)思想和藍(lán)圖，正是通過(guò)國(guó)家對(duì)課程的設(shè)置，課程內(nèi)容及其一系列的課程要素的規(guī)制和引導(dǎo)才得以具體化。另一方面，課程及其教學(xué)也是學(xué)習(xí)者獲取知識(shí)、發(fā)展能力、提升素質(zhì)，直至成才的主要途徑。雖然當(dāng)今社會(huì)的學(xué)習(xí)形式已經(jīng)日益多樣化，然而通過(guò)精心設(shè)計(jì)的課程活動(dòng)，學(xué)習(xí)者能夠更加高效、系統(tǒng)地獲得成才的絕大部分素質(zhì)。特別是要與國(guó)家對(duì)人才培養(yǎng)的要求與時(shí)俱進(jìn)，如創(chuàng)新型國(guó)家的建設(shè)需要?jiǎng)?chuàng)新型人才等都對(duì)精品課程建設(shè)的發(fā)展趨勢(shì)提出了更高的要求。從這個(gè)角度看，精品課程建設(shè)要結(jié)合現(xiàn)今世界大學(xué)課程發(fā)展的普遍趨勢(shì)，圍繞增強(qiáng)課程適應(yīng)性、更好滿足變動(dòng)不居的社會(huì)不斷提出的新要求，以及學(xué)習(xí)者自身對(duì)課程日益增長(zhǎng)的個(gè)性化需求，對(duì)傳統(tǒng)的課程作理念層面的調(diào)整。In 2003, Ministry of Education started The Project of Reforming Teaching & Quality in Higher Education Schools (hereinafter referred to Quality Project). One of its aims is to build one group of state-level elite courses in this Quality Project. In the Notice on Launching the Project of Reforming Teaching & Quality in Higher Education Schools issued by the Ministry of Education in 2003, its clearly proposed that network would be employed to teach and manage elite courses and establish relevant websites for elite courses in higher education schools in China. Whats the state-level elite course? In the news conference titled Make A Thousand Elite Courses Available Online & Build New Quality for Higher Education, Mr. Wu Qidi, the vice president of Ministry of Education, pointed out state-level elite courses refer to those representative courses characterized by top-ranking teaching team, teaching contents, teaching method, teaching materials and teaching management. The features of Five Top-ranking is the basic definition of elite courses, while the construction of website for elite courses is aimed to share high grade resources by way of improving teaching quality based on educational informatization, to make top-ranking courses play a leading role and motivate the development of similar courses as well as other courses in China, thus to benefit students from different higher schools via network in a large scale, to make great contributions to advance teaching quality at every school in an all-around way. Over the past three years, a total of 923 state-level elite courses have been approved by the Ministry of Education. With the demonstrative radiation of this batch of courses, every higher-education school has become more aware of the significance on the development of elite courses and how to build elite course as well. We still have two years to fulfill the target of building elites courses totaling 1500 within the 5-year plan set by the Ministry of Education. We have to take the last two chances of declaration to actively access to the range of state-level elite courses and win the good opportunities of educational reform and development. Furthermore, we must look into the development trend of elite courses with a view of system project to change the old things in terms of concept, contents, methods, evaluation for higher-education courses. On the one hand, courses highly embody expectation and demands for talents by our country, which represented by the formulation of a series of issues such as target and policy in education sector. While those guidelines and blueprint for talent cultivation with a more macroscopical and strategic sense could be exactly elaborated through the courses setting, planning and management for contents and a series of courses elements by the country. On the other hand, its also a major channel for learners to acquire knowledge, develop competence, improve quality and obtain success through courses and teaching. Despite of the increasingly diversification with regard to learning forms in todays world, the learners can attain most of elements required to be successful in a more efficient and systematic way through carefully designed courses. Particularly, it should be advanced with times in respect of requirements for talents from the countrys point. For instance, the construction of innovative nation needs talents with creative capabilities. All of these have raised higher demands for development tendency to build elite courses. From this point of view, the construction of elite courses should make theoretic adjustment to traditional courses in combination with the general trend of university courses build-up in the world today, and make more efforts on reinforcing adaptability of courses, fulfilling the growing new requirements arisen from the increasingly altering society and personalized demands for courses from the learner itself as well.二.變革課程理念，創(chuàng)新課程內(nèi)容II. Reform courses concept and innovate courses content(1)課程內(nèi)容國(guó)際化(1)Internationalization of courses content精品課程的內(nèi)容應(yīng)該站在開放式的與國(guó)際接軌的層面上進(jìn)行建設(shè)，課程應(yīng)該培養(yǎng)學(xué)習(xí)者面向世界的胸懷，課程在理念、目標(biāo)、開發(fā)、教材、實(shí)施方法、評(píng)價(jià)標(biāo)準(zhǔn)的制定等不能局限在一個(gè)狹小的范圍內(nèi)，而應(yīng)積極跟蹤國(guó)際先進(jìn)課程的變革與發(fā)展，主動(dòng)地吸納其合理內(nèi)核，在高層次的水準(zhǔn)上進(jìn)行課程的比較與鑒別，在符合國(guó)際課程改革趨勢(shì)的前提下，建設(shè)具有特色的高水平課程。同時(shí)精品本身應(yīng)體現(xiàn)出一種與國(guó)際交往的意愿，作為其內(nèi)在的課程精神。The content of elite courses should be built on the stance of open and integrating with international level to cultivate the learner a mind facing the world. Therefore, the frame of courses in terms of concept, target, development, materials, working method, and evaluation standard should initiatively follow the innovation and development of advanced international courses by absorbing the reasonable inner core contents rather than limiting to a narrow scope, make comparison and judge between different courses in a high level, construct top-ranking courses with its own characteristics in line with reform tendency of developing courses internationally. Meanwhile elite courses should demonstrate a willing to be involved in international exchange as its inherent spirit.（2）課程內(nèi)容綜合化（2）Integration of courses contents傳統(tǒng)課程以基礎(chǔ)課程、專業(yè)基礎(chǔ)課程、專業(yè)課程這樣的線性鏈條依此進(jìn)行，然而現(xiàn)有的心理學(xué)和課程研究的成果表明，學(xué)習(xí)者的認(rèn)知并非總是這樣的累加過(guò)程，大量的認(rèn)知活動(dòng)實(shí)際上是圍繞著解決問(wèn)題而展開的。以問(wèn)題為核心，可以散發(fā)出和牽涉到不同領(lǐng)域、不同層面的各種知識(shí)。國(guó)際課程界已經(jīng)進(jìn)行了大量課程研究和實(shí)踐活動(dòng)，以解決問(wèn)題為核心，組織教學(xué)。因此精品課程有必要在課程組織形式上對(duì)單線的學(xué)科體系進(jìn)行突破，向以問(wèn)題為中心的課程方面進(jìn)行改革嘗試。Its known that traditional courses follow the linear chain starting from fundamental courses, fundamental courses for specialized subject and specialized courses. However, the results of current psychological and courses research indicate that the cognition of learners does not always observe the same kind of accumulative progress, and in fact, quite a number of cognitive activities evolve along with solving problems. Diversified knowledge in different fields and levels could be diffused and involved by focusing on problems. The international curriculum field has carried out substantial courses research and practices by concentrating on problem-solving to organize teaching. As a result, its essential for elite courses to make breakthrough on single-track academic system with regard to curriculum form and make reform in the curriculum centered on solving problem.（3）課程內(nèi)容系列化（3）Serialization of Courses Content單一課程無(wú)論是從知識(shí)上還是從結(jié)構(gòu)上而言都只是完整的學(xué)科體系中的一個(gè)部分。單一課程只涉及到學(xué)科的某一個(gè)側(cè)面，因此即便其本身有較高的水準(zhǔn)，也因其不能提供該學(xué)科的全部豐富而完整的知識(shí)而具有明顯的狹隘性，因此精品課程未來(lái)建設(shè)方向應(yīng)該是將彼此相互關(guān)聯(lián)的單一課程、系列課程、課程群整合考慮，打通整個(gè)知識(shí)網(wǎng)絡(luò)，消弭不同課程之間的分離和隔閡，發(fā)揮整體優(yōu)勢(shì)。Single curriculum is only a part of the entire academic system in terms of knowledge and structure as well. The single curriculum has obvious limitation as it is just informative about one aspect of academy rather than the rich and whole knowledge of academy even with a higher level. Hereby, the future direction of development for elite courses should integrate the interdependent single curriculum, series courses and courses groups together, penetrate the entire knowledge network, eliminate separation and estrangement between different curriculums, and thus play the advantages of integration.（4）課程內(nèi)容層次化（4）Sequence of courses contents就學(xué)科而言，課程有基礎(chǔ)課程、理論課程、實(shí)踐課程等不同層次，精品課程要在這些不同的層次之間根據(jù)課程所賴以存在的學(xué)科邏輯特點(diǎn)、社會(huì)需求和學(xué)習(xí)者需求之間作出協(xié)調(diào)，達(dá)到動(dòng)態(tài)平衡。同時(shí)根據(jù)不同學(xué)生的不同基礎(chǔ)實(shí)現(xiàn)分層次教學(xué)。針對(duì)不同的學(xué)習(xí)者的具體情況，實(shí)事求是地制定不同的課程計(jì)劃，進(jìn)行不同的教學(xué)。在統(tǒng)一基本學(xué)習(xí)要求的基礎(chǔ)上，也能實(shí)施個(gè)性化教學(xué)，追求每個(gè)人在自身能力許可范圍內(nèi)的最大發(fā)展。Its divided into different levels from basic courses to theoretical and practice courses with respect to subject. Elite courses should achieve a dynamic equilibrium by coordinating the different layers in accordance with interdependent logical characteristics of subjects, social demands and request from learners. Meanwhile hierarchic teaching should be applied to different students with varied levels, and to teach students according to their aptitude. In this way, we can conduct personalized teaching within the frame of uniform basic study in order to realize individual development to the maximum extent.三.精品課程建設(shè)持續(xù)發(fā)展的內(nèi)在動(dòng)力III. Inherent power for sustainable development of elite courses堅(jiān)持以人為本，從人的角度和社會(huì)發(fā)展的角度來(lái)確定精品課程建設(shè)內(nèi)在動(dòng)力是精品課程持續(xù)發(fā)展的重要條件，也是科學(xué)發(fā)展觀基本命題的反映。精品課程建設(shè)“五個(gè)一流”中，把一流的教師隊(duì)伍排在第一也說(shuō)明了人是最重要的，這里的人不是指單體個(gè)人而是指團(tuán)隊(duì)。教師能從內(nèi)心把課程建設(shè)作為學(xué)術(shù)研究，課程教學(xué)作為學(xué)術(shù)活動(dòng)，是精品課程建設(shè)的內(nèi)在動(dòng)力。而社會(huì)承認(rèn)課程教學(xué)具有學(xué)術(shù)性，學(xué)校的價(jià)值取向自然體現(xiàn)課程教學(xué)研究與科學(xué)研究屬同等學(xué)術(shù)地位是精品課程建設(shè)持續(xù)發(fā)展的外部動(dòng)力。傳統(tǒng)觀點(diǎn)認(rèn)為，由于學(xué)術(shù)活動(dòng)是對(duì)某一學(xué)科或?qū)I(yè)系統(tǒng)而深入的研究或探索，因而只有撰寫論著或?qū)⒀芯砍晒\(yùn)用于實(shí)踐才是學(xué)術(shù)工作，教學(xué)只是技藝性操作，不是學(xué)術(shù)活動(dòng)。在崇尚學(xué)術(shù)的大學(xué)，這種觀點(diǎn)使教師不看重教學(xué)，忽視教學(xué)，對(duì)大學(xué)教學(xué)產(chǎn)生了消極影響。雖然精品課程建設(shè)是國(guó)家啟動(dòng)的教育質(zhì)量工程，但不少人心中只是把精品課程當(dāng)作一種榮譽(yù)稱號(hào)，還沒(méi)有真正認(rèn)識(shí)到課程建設(shè)和課程教學(xué)確實(shí)屬于學(xué)術(shù)研究范疇，外部評(píng)價(jià)機(jī)制也沒(méi)有體現(xiàn)或承認(rèn)其學(xué)術(shù)價(jià)值，這就是我們與發(fā)達(dá)國(guó)家的差距。這種差距的縮短有賴于國(guó)家綜合實(shí)力的提高，但作為精品課程建設(shè)者有責(zé)任大徹大悟，自覺(jué)地把課程建設(shè)和課程教學(xué)作為學(xué)術(shù)研究工作去看去做，要求精品課程在這方面起到引領(lǐng)作用可能更為重要。美國(guó)前教育部長(zhǎng)博耶在學(xué)術(shù)的反思（1990年）報(bào)告中指出“大學(xué)是知識(shí)和智力的源泉，大學(xué)對(duì)學(xué)術(shù)的探究乃是學(xué)術(shù)生命的心臟”，但學(xué)術(shù)研究不能僅僅局限于探究，為此他對(duì)學(xué)術(shù)進(jìn)行了重新界定，并拓寬了學(xué)術(shù)的范圍。博耶指出“學(xué)術(shù)意味著通過(guò)研究來(lái)發(fā)現(xiàn)新的知識(shí)，學(xué)術(shù)還意味著通過(guò)課程的發(fā)展來(lái)綜合知識(shí)，還有一種應(yīng)用知識(shí)的學(xué)術(shù)，即發(fā)現(xiàn)一定的方法去把知識(shí)和當(dāng)代的問(wèn)題聯(lián)系起來(lái)，還有一種通過(guò)咨詢或教學(xué)來(lái)傳授知識(shí)的學(xué)術(shù)”。據(jù)此他提出了四種既有聯(lián)系又有區(qū)別的學(xué)術(shù)探究的學(xué)術(shù)、整合的學(xué)術(shù)、應(yīng)用的學(xué)術(shù)、教學(xué)的學(xué)術(shù)。他十分重視教學(xué)，認(rèn)為“教學(xué)支撐著學(xué)術(shù)，沒(méi)有教學(xué)的支撐，學(xué)術(shù)的發(fā)展將難以為繼”。在他看來(lái)，教學(xué)的學(xué)術(shù)性意味著教師不僅傳授知識(shí)，而且也在創(chuàng)生和擴(kuò)展知識(shí)；教師的教學(xué)既在培養(yǎng)學(xué)生，又在造就學(xué)者，在教師的教學(xué)中，這四個(gè)方面的學(xué)術(shù)工作不是彼此孤立、互相排斥的，而是相互交疊、相互依存、相互促進(jìn)的，處于同等重要的位置。他還認(rèn)為，教學(xué)學(xué)術(shù)包括：有效地呈現(xiàn)學(xué)科知識(shí)，根據(jù)一定目的把不同領(lǐng)域的知識(shí)有條理地組織起來(lái)，使學(xué)科對(duì)學(xué)生來(lái)說(shuō)更容易接受、更有意義地掌握等等。教學(xué)學(xué)術(shù)的表征者是教師創(chuàng)造的產(chǎn)品，這種產(chǎn)品體現(xiàn)著教師教學(xué)的有效性。因此精品課程建設(shè)者要研究教學(xué)和學(xué)習(xí)的性質(zhì),需要整合不同學(xué)科的知識(shí)來(lái)理解和應(yīng)對(duì)課堂教學(xué)情境,需要在教學(xué)和學(xué)習(xí)的過(guò)程中應(yīng)用已知的關(guān)于學(xué)生學(xué)習(xí)的知識(shí),需要在教學(xué)中不僅僅是傳遞知識(shí)更重要的是改造和擴(kuò)展知識(shí)。不要把教學(xué)活動(dòng)限于認(rèn)知范圍，要研究如何去加工知識(shí),提高對(duì)原有概念和原理的認(rèn)識(shí),甚至發(fā)現(xiàn)陸續(xù)出現(xiàn)的需要研究的新課題，教學(xué)也要對(duì)知識(shí)進(jìn)行創(chuàng)造性的發(fā)展。Its not only the crucial prerequisite to adhere to people-oriented point and ascertain the inherent power for elite courses from the points of human being and social development, but also the indication of basic subject of development through science. In the Five Top-rankings for elite courses which headed by top-ranking teaching group also shows that the most important factor is human who does not mean individual but team. Its the inherent power for teachers to deem curriculum construction a type of academic research and courses teaching as scientific campaign in their minds. Whereas the social acknowledgement for the technicality of curriculum teaching and value orientation by putting research of curriculum teaching and scientific study on an equal academic status, which constitutes the external drive for persistent development of elite courses. Its typically believed that academic activity involves in research or discovery on some given subject or speciality in great depth and broadness. As a result, only the work of writing paper or putting research results into practice can be categorized into the type of academic range. Teaching is thought to be skillful operation rather than academic activity. With that view teachers in the university put academy first, which result in ignorance of teaching and therefore bring about negative effects to university teaching. Although the Quality Project titled state-level, many people treat elite courses only as an honor instead of academic research. As a result, they did not realize that courses construction and teaching should be the part of academic study. Furthermore, we have no external performance system to embody or recognize its academic value, which is exactly the gap between us and developed countries. The growth of national overall strength would be of help to reduce this difference. Being as the participant engaged in construction of elite courses, we should fully understand and practice it as academic research. In1990, the former Minister of Ministry of Education, Mr. Boyhe said in report of The Meditation on Academy that, university is the source of knowledge and intelligence, the discovery of academy in university is the heart of academic life. However, the academic research should not be only subject to discovery. Thus he redefined the academy and enlarge its scope. Mr. Boyhe pointed out that academy referred to discover new knowledge through research and also to integrate knowledge by the way of courses development. Theres another type of academy to apply knowledge that finds out some certain ways to correlate knowledge and current issues. He also mentioned that there should be one kind of academy that imparts knowledge by the way of consultation or teaching. Thereby he brought forward four types of sciences that are related and different: Discovery, integration, application and teaching. He attached great importance to teaching and believed that academy was braced by teaching and would be hard to proceed without teaching. In his point of view, the academic sense of teaching not only means teachers to impart knowledge but also create and extend knowledge; Teaching is both a process of training students and casting scholar. During the course of teaching, the academic work of the four aspects should be interdependent, correlative and on the equal footing. He also believed that the teaching academy should make subjects easier and more accessible to students by effectively demonstrating knowledge and organizing information from various fields in certain orders based on some purposes. The token of teaching academy is products created by teachers which represent the efficiency of teaching. Hence its required the builders of elite courses to research the nature of teaching and learning, to perceive and reply teaching context by integrating knowledge from diversified subjects, to apply available knowledge about how learners to study in the process of teaching and learning, to deliver knowledge but make more efforts to rebuild and explore knowledge, to research how to process knowledge rather than limiting teaching in perception scope, to further understand the original principles and concepts and even to discover increasingly emergent new subjects needs to be studied. Teaching can also make creative development to knowledge.四精品課程建設(shè)持續(xù)發(fā)展的關(guān)注重點(diǎn)IV. Concerning focus of sustainable development for elite courses（1）“課堂教學(xué)質(zhì)量”如何升華（1）How to promote Teaching Quality in Classroom課堂教學(xué)質(zhì)量升華需要有三股日新月異的知識(shí)“活水”。第一股源于科技前沿的新發(fā)展；第二股源于教師的科研活動(dòng)；第三股源于學(xué)生的個(gè)人認(rèn)知，三股活水匯集使學(xué)生在課堂上學(xué)得很多，教師也能學(xué)得很多，形成雙贏局面，才有機(jī)會(huì)教出大師，學(xué)出精英。Its required to obtain three knowledge sources of Live Water that increasingly updated to promote the teaching quality in classroom. The first source comes from the new development in the frontline of science and technology. The second is from the scientific research by teachers and the third from individual cognition by students. Integration of these three sources of Live Water would teach students and teacher more with a win-win strategy, which would be possible result in masters through teaching and elite through learning.教學(xué)手段與教學(xué)方法的關(guān)系Relation between teaching means and teaching method在教學(xué)方法上應(yīng)重點(diǎn)突破單向傳遞的課堂教學(xué)模式，使之成為學(xué)生積極探索新知，主動(dòng)構(gòu)建知識(shí)體系，提高學(xué)習(xí)能力和創(chuàng)新能力的重要過(guò)程。As for teaching method, we should focus on breaking the teaching method of single-track in classroom and turning it to an important process for students to actively explore new knowledge and to build their science system and to improve learning and innovative competences.學(xué)會(huì)與會(huì)學(xué)的關(guān)系Relation between be learned and to learn學(xué)生的主體表現(xiàn)在確定明確的學(xué)習(xí)目標(biāo)，主動(dòng)地接受教育影響，把教師的教學(xué)意圖變成自己的學(xué)習(xí)意圖和行動(dòng)要求，把教師傳授的知識(shí)技能內(nèi)化成學(xué)生個(gè)人的經(jīng)驗(yàn)和智慧，使學(xué)生的學(xué)習(xí)活動(dòng)逐漸擴(kuò)大，教師的授教活動(dòng)逐漸縮小，最后轉(zhuǎn)化到學(xué)生的學(xué)習(xí)結(jié)果和自主的學(xué)習(xí)上去，達(dá)到“教是為了不教“的目的。The subject of students is to confirm clear study target and initiatively accept education, to change the teaching intention of teachers into their own study desire and action demands, to inherently transfer the imparted knowledge into their individual experience and intelligence. In this way, the learning action of students would be broadened gradually whereas the teaching action of teachers would be narrowed accordingly and eventually transformed to study result and independent learning by students themselves. In another word, its designed to achieve the target of Teaching Is for No Teaching.（4）以“十一五”國(guó)家重點(diǎn)建設(shè)的立體化教材為龍頭，搞好立體化教學(xué)包建設(shè)。新教材力圖充分體現(xiàn)學(xué)科內(nèi)容的先進(jìn)性、前沿性，吸取國(guó)內(nèi)外教材的精髓，結(jié)合我校教學(xué)方面積累的成果，使其成為一套在國(guó)內(nèi)具有一定影響力的教學(xué)包。（4）To conduct stereo teaching package guided by stereo teaching materials set by national Eleventh Five plan. The new teaching materials should be the latest and state-of-the-art in terms of academic subject, which covered the quintessence of teaching materials at home and abroad and in combination with accumulative results arisen from teaching in our university. We will