工程专业导向的普通高中课程结构与实施策略 ——基于“莫斯科学校工程班”项目的案例分析-清华大学教育研究

文章信息/Info

Title:: Curriculum Structure and Implementation Strategies of Engineering-Oriented General High School Education：A Case Study of the “Moscow School Engineering Class” Project

Author(s):: YANG Jie¹ GAO Yi-min²; 1.Institute of Lifelong Education, Tianjin Academy of Educational Sciences; 2.Institute of International and Comparative Education, Beijing Normal University

Keywords:: Russia; specialized education in general high schools; engineering education in primary and secondary schools; Specialization-Oriented Education; curriculum reform

摘要:: 21世纪以来,俄罗斯普通高中逐步形成了“侧重专业式教学”体系,这为高中阶段的专业分化与工程导向的专业教育提供了制度支撑与实践基础。在此背景下,“莫斯科学校工程班”成为高中工程专业教育的典型案例。其课程结构与实施突出三个方面:深化工程专业方向的学科课程教学;通过选修课、补充教育、课外活动与职业培训强化实践课程教学;建立覆盖入学前后全过程的综合评价机制。在政府主导下,组织协同、师资建设、设施投入与质量监测共同构成了项目运行保障体系。从教育模式的特征来看,工程班既是基础教育阶段实施专业教育的创新实践,也是多主体协同育人的典型模式,同时兼具拔尖创新人才培养功能,是“侧重专业式教学”改革深化发展的集中体现。

Abstract:: Since the beginning of the 21st century, Russia has gradually developed a system of “Specialization-Oriented Education” in general high schools, providing institutional support and practical foundations for professional differentiation and engineering-oriented education at this stage. Against this background, the “Moscow School Engineering Class” has become a typical case of engineering-oriented education in general high schools. Its curriculum structure and implementation highlight three main aspects: first, deepening subject instruction in engineering-related disciplines; second, strengthening practical training through electives, supplementary education, extracurricular activities, and vocational training; and third, establishing a comprehensive evaluation mechanism that covers the entire process before and after enrollment. Under government leadership, organizational coordination, faculty development, facility investment, and quality monitoring together form the support system for program operation. From the perspective of its educational model, the Engineering Class not only represents an innovative practice of implementing specialized education at the general high school level, but also serves as a typical model of multi-stakeholder collaborative education. At the same time, it serves to cultivate top innovative talent, thereby constituting a concentrated embodiment of the deepening reform of “Specialization-Oriented Education”.