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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2020年05期

页码:

1-10

栏目:

OA栏目

出版日期:

2020-10-20

文章信息/Info

Title:

From Humboldt to Tuning Project:Reforms on Bachelor’s Degree Programs in EU Countries

作者:

黄福涛

广岛大学 高等教育研究开发中心

Author(s):

HUANG Fu-tao

Center for Higher Education Research and Development, Hiroshima University

关键词:

博洛尼亚进程; 调优项目; 欧洲大学; 学士学位课程

Keywords:

Bologna process;  Tuning Project;  EU higher education;  bachelor’s degree programs

分类号:

G649.1

文献标志码:

A

摘要:

本文通过分析相关文献和案例以及部分访谈结果，揭示了欧洲大陆主要国家的学士学位课程结构和内容的变化过程。主要发现包括：首先，欧洲大陆的学士学位课程虽然在某些方面借鉴了美国大学自由教育和通识教育的理念，但依然在很大程度上保留了自19世纪以来欧洲大陆的两大学术传统——既重视学术或基础研究也强调专业教育。欧洲大陆的学士学位课程尽管发生了结构性变化，但洪堡精神并没有完全消失在学士学位课程和人才培养过程之中。其次，欧洲大陆一流的研究型大学没有通过开设专门的自由或通识教育课程培养本科生，无论是调优项目还是若干案例都没有明确显示学士学位课程开发与创建一流研究型大学之间存在着直接和有机的逻辑关系。相反，在极大程度上，学士学位阶段的教育是为了满足社会变化，特别是劳动力市场的需求。最后，本科课程设计和开发的参与者不仅包括研究人员和大学教育者，还需要其他利益相关者的积极参与，例如雇主、学生、专业和行业团体、各级政府以及国际组织等。这是保证学士学位课程成功的重要前提条件之一。

Abstract:

This article reveals the changing process of the structure and content of bachelor’s degree programs in major European countries through the analysis of relevant documents and cases and some interview results. The main findings include: First of all, although the Bachelor’s degree programs in countries in the European Union (EU) have borrowed from the ideas of liberal education and general education in American universities in some aspects, they still largely retain the two major academic traditions of continental Europe since the 19th century: emphasizing both academic or basic research and professional education. Although the bachelor’s degree programs in EU countries have undergone structural changes, the Humboldt spirit has not completely disappeared in the bachelor’s degree programs and talent training process.Secondly, the first-class research universities in continental Europe do not need to train undergraduates by setting up special free or general education programs or courses.Neither the Tuning projects nor the several cases show that there is a direct and apparent relationship between the development of bachelor’s degree programs and the creation of first-class research universities.On the contrary, to a large extent, the bachelor’s degree programs are to meet social changes, especially the needs of the labor market. Finally, not only do researchers and university educators participate in developing bachelor’s degree programs, but also do other stakeholders, such as employers, students, professional and industry groups, governments at all levels, and international organizations actively take part in the process. This is one of the important prerequisites for the success of undergraduate courses.

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