赛教融合:科技竞赛与大学生跨学科能力培养的耦合-清华大学教育研究

文章信息/Info

Title:: Study on the Coupling Mechanism Between Science and Technology Competitions and College Students’ Interdisciplinary Competence Development from the Perspective of Competition-Education Integration

Author(s):: QIAO Jun-fei¹ LEI Fei¹ WANG Xin-lu²; 1.School of Information Science and Technology, Beijing University of Technology; 2.Academic Affairs Office, Beijing University of Technology

Keywords:: science and technology competition; interdisciplinary abilities; practical innovation; double helix model; competition-education integration

摘要:: 利用科技竞赛这一非正式学习平台培养学生的跨学科能力受到越来越多的重视。本研究基于建构主义学习理论,提出以科技竞赛为载体,构建由校级、省部级、国家级和国际级四级梯度,以及基础类、单学科类、多学科类和跨学科类四类维度构成的“四级四类”竞赛体系,形成“层次递进+类型互补”的双螺旋培养模式。通过课程体系改革、跨学科创新实验平台构建等策略,驱动学生跨学科能力从知识整合、技能训练到创新实践的递进式发展。实践表明,以科技竞赛为依托的跨学科培养模式成效显著,有力提升了学生实践创新能力及跨学科素养,为高校“赛教融合”体系提供了理论与实践支撑。

Abstract:: This paper explores how to utilize science and technology competitions as an informal learning platform to cultivate college students’ interdisciplinary abilities. Based on constructivist learning theory, this study proposes a “four-tier, four-category” competition system using science and technology competitions as a carrier. This system comprises four tiers—school-level, provincial/ministerial-level, national-level, and international-level—and four categories—foundational, single-discipline, multi-discipline, and interdisciplinary. This forms a “hierarchical progression + complementary types” double-helix cultivation model. Through strategies such as curriculum reform and the construction of interdisciplinary innovation experimental platforms, this model drives the progressive development of college students’ interdisciplinary capabilities from knowledge integration and skill training to innovative practice. Practice has shown that the interdisciplinary cultivation model based on science and technology competitions is remarkably effective, which has significantly enhanced college students’ practical innovation capabilities and interdisciplinary literacy. Empirical data further confirms the effectiveness of the model, providing both theoretical and practical support for universities and colleges’ “competition-education integration” systems.