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

卷:

期数:

2025年05期

页码:

144-153

栏目:

课程与教学

出版日期:

2025-10-20

文章信息/Info

Title:

Formation and Evolution of Knowledge Consensus： A Historical Analysis of Undergraduate Computer Science Programs

作者:

周 璐 文 雯

清华大学 教育学院

Author(s):

ZHOU Lu WEN Wen

School of Education, Tsinghua University

关键词:

计算机科学; 课程; 人才培养

Keywords:

computer science;  undergraduate curriculum;  talent development

分类号:

G642.3

文献标志码:

A

摘要:

本文以“社会文化情境中的学术规划”模型为理论框架,采用历史分析方法,系统考察了计算机科学本科课程体系中课程知识共识的形成与演变过程。研究聚焦于高等教育系统内部与外部力量的互动和博弈,揭示了学术共同体如何借助专业学会推动课程知识标准的制定与更新,逐步建构起全球课程知识的共识体系。通过对课程指南1968版至2020版的纵向分析,本文指出课程知识共识的形成受到学术与实践、经典与时尚、全球与本土三对张力的持续塑造。研究认为,课程改革不仅需因地制宜、结合本土实际,还应在全球知识网络中主动参与共识建构。

Abstract:

Using the “Academic Planning in Sociocultural Contexts” model as an analytical framework, this study employs a historical approach to examine the formation and evolution of curriculum knowledge consensus in undergraduate computer science programs. It highlights how internal and external forces jointly shape the curriculum, and how professional organizations like ACM mediate these forces to construct globally recognized curriculum standards. Through an analysis of curriculum guideline iterations from 1968 to 2020, the paper identifies three central tensions—academic vs. practical, classical vs. fashionable, and global vs. local—that influence curriculum knowledge formation. The study concludes that curriculum reform should be both locally grounded and globally connected, fostering a dynamic and strategic curriculum knowledge system.

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更新日期/Last Update: 2025-10-20