共查询到20条相似文献，搜索用时 125 毫秒
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今年是柏林大学创立200周年,正值我国探讨现代大学制度的关键时刻,在此之际探讨其创始人洪堡对德国大学模式创立的贡献就具有重要的现实意义。洪堡创立柏林大学所确立的“教学与科研相结合”原则、“教学和研究”自由原则,已经成为现代大学的基本标志,但如何更好地贯彻该原则仍是我国当下大学制度建设需要深入探讨的命题。 相似文献
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洪堡高教思想对我国创建一流大学的启示 总被引：2，自引：0，他引：2
洪堡的高等教育思想及其亲手创建的柏林大学，曾领导德国大学和世界大学的潮流，在世界高教史上产生了深远的影响。在分析洪堡高等教育思想的具体内容和柏林大学的办学模式基础上，考察它们对我国创建世界一流大学的借鉴和启示将具有现实意义。 相似文献
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郑浩 《中外教育(福建)》2003,(3):1-1
洪堡的大学理念可谓是博大精深，将其谓之为经典大学理念毫不为过。正是由于他对大学独到而深刻的认识，以及在此基础上建立起来的经典大学——柏林大学，从而使洪堡开创了一个高等教育的时代。洪堡的大学理念主要包括：一是从大学的性质出发，提出了“大学自治”与“教授治校”理念；二是“学术自由”理念； 相似文献
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洪堡2010，何去何从 总被引：1，自引：0，他引：1
2010年10月10日,柏林洪堡大学盼来建校200周年,同时也迎来一位新校长。既有传承,也有新生。然而,200周年校庆之扛鼎之作《洪堡备忘录2010》欲求远眺未来却深陷对历史的纷争,就职典礼上新任校长理应展现蓝图却呼吁以洪堡为标杆。以此事件为主线,以洪堡模式核心理念的“教学与科研相统一”为切入点,通过对德国高等教育的现状与历史的分析,作者认为,旨在创建一所“典范大学”的洪堡模式自始至终未能在德国本土实现,且渐行渐远,尽管柏林大学作为“现代大学之母”与“现代之原型”被世界广为追捧乃至复制,在德国亦无尽魂牵梦绕。洪堡理念的百年失意恰恰源于教学与科研的世纪纠结。走在教学与科研之间,洪堡2010前途未卜。 相似文献
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洪堡的大学思想是近代以来引领大学发展的航标,是很多大学人孜孜以求的理想。洪堡大学思想是在特定的社会历史条件下产生的,洪堡的大学思想受了路德宗教改革运动、新人文主义运动、普法战争和哈勒大学以及哥廷根大学建立等多种因素的影响。其大学思想的主要内容有由科学达至修养、教学与研究相结合、学术自由、大学与国家的关系等。洪堡的大学思想对后来的大学影响深远,也成为现代大学的基本原则。从洪堡的大学思想中我们可以得到不少有关高校办学理念的有益启示。 相似文献
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当前,大学知识生产模式已经从洪堡理想的时代过渡到学术资本主义的时代。从历史和结构的视野来看,学术资本主义是对洪堡理想的一种继承和超越,而形成这种继承和超越关系的关键在于大学能够保持自主性以及社会的积极干预。 相似文献
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洪堡的大学理念的影响力 总被引：1，自引：0，他引：1
洪堡认为大学是高等教育机构，大学教育的目标在于培养“完人”，而大学要培养“完人”，就必须把教学与科研相统一，“由科学而达至修养”。洪堡的大学理念不仅振兴了德意志民族，深刻的影响了世界大学的发展，而且在把培养创新型人才作为高等教育培养目标的今天同样也具有重大的指导意义和价值。 相似文献
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彭婷 《沙洋师范高等专科学校学报》2010,11(5):20-22
洪堡是德国著名的高等教育思想家,他在探索大学理念时,对研究性教学作出了独特的阐释,涉及到研究性教学提出之依据、内涵、保障及路径,文章就此作出探讨,并指出它的现实意义。 相似文献
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Yuko Harayama 《Higher Education in Europe》1997,22(3):275-292
The contemporary university is subject to very contradictory social and economic demands that are tending to reveal and to accentuate its own contradictions. It is being massified while being told that it must maintain its traditional academic standards. At the same time, it is denied the funding that it needs in order to respond to these demands. Massification accentuates the contradictions between the teaching and the research functions of the university. The need for non‐governmental sources of funding forces the university to undertake practical and targeted rather than fundamental research, thus accentuating contradictions in the research mission of universities and indeed the whole Humboldtian conception of the university. In this situation, both students and teachers are very frustrated and subject to attrition. Solutions can only come from personal initiatives; however, given the Humboldtian model that seems to prevail, students must be better counselled and oriented when they begin their university studies. The idea of the total complementarity of research and teaching must be seriously questioned, and the objectives of teaching according to each level (lower and upper division of undergraduate studies and postgraduate programmes) must be reconsidered. 相似文献
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Jan Masschelein 《Educational theory》2019,69(2):185-203
In 2016 Bruno Latour delivered a lecture at Cornell University in which he responded to what he called the actual situation of disorientation and (literal) lack of common ground by offering some “hints for a neo‐Humboldtian university.” One hint he offered was that we should consider pedagogy as the frontline for staging an approach to societal challenges that links basic research and public engagement. Here, Jan Masschelein follows and extends upon this hint through exploring some ways to reclaim or reinvent the university as pedagogic form. Concretely, he describes the development of a course on designing educational practices that is conceived as a way to turn cities into a milieu of public and collective study. Masschelein's contribution to this symposium offers a “technical story” about physical, material experiences, one that contains some prepositions and propositions, an example, many detours, and a few practical notes and considerations. By this means, he explores the meaning and form pedagogy takes when we do not reduce it to teaching and extension, but instead approach it as the genus and the locus of a nexus between public engagement and basic research. Masschelein concludes by proposing the “public design studio” as a pedagogic form suited to the neo‐Humboldtian university. 相似文献
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由于当代各种分化力量的共同作用,洪堡的“教学与研究相统一”原则在现代大学中受到了挑战。但在高等教育系统内外也出现了将科研、教学和高级学习整合起来的强大力量,并与各种分化力量相抗衡。在知识经济时代,大学,尤其是研究型大学,仍然是探究的场所,并在推动学术发展和社会进步的过程中发挥着越来越大的作用。 相似文献
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Carin Berg 《Higher Education in Europe》1995,20(4):157-160
Up until now, CEPES, the UNESCO European Centre for Higher Education, was more concerned about universities than about the academies of sciences in the countries making up the region it serves, even though both types of institutions do research. Although university teaching was traditionally linked to research as in the Humboldtian model of the university, the two functions became increasingly separate in eastern Europe. Now, as eastern and central Europe undergo transition to democracy and market economies, it is perhaps time to consider a redefinition and possibly a fusion of roles with academies and universities co‐operating closely for excellence in teaching and in research. 相似文献
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黄越 《临沂师范学院学报》2011,33(2):62-64
针对翻译课堂教学的现实情况,分析作为现代教育模式的工作坊（WORKSHOP）模式的操作特点,将工作坊模式引入翻译课堂教学,描绘出＂工作坊翻译课堂模式＂,为翻译课堂教学探寻出一个生动的集＂实践、教学、研究＂于一体的课堂教学模式;详细地提出了工作坊翻译课堂的主要组织形式,为翻译课堂提供了具体可行的操作策略和方法,能在很大程度上有效地解决翻译课堂的关键性问题。 相似文献
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戴士弘 《深圳信息职业技术学院学报》1999,(1)
教育科学中一个十分重要的问题是:如何尽可能客观而科学地分析与评价一个教学法。本文采用系统理论的观点,以“引探教学法”为例,与“讲听法”、“讲练法”对比,运用系统工程学的模型方法探讨了教学法的结构特点,以及对任何教学法进行理论分析的一般方法和实际步骤。 相似文献
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回顾我国高职教育产生和发展的历史,展望高职教育发展趋势,对于我国高职教育发展和示范性高职院校建设工作都具有重要的现实意义。 相似文献
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文明 《陕西教育学院学报》2009,25(4):1-6
建立＂官产学研合作型创业培训模式＂具有显著的现实意义和实际应用价值,已经在落户于陕西教育学院的＂西安市大学生创业培训基地＂得到应用,并取得了一定的成绩和经验。该模式的主要特征可以概括为：＂政府主导、高校主体、学员本位、专家参与、四方共赢、研究——教学——培训——实践四位一体＂。要推进＂西安市大学生创业培训基地＂的建设,还需要继续加强共建力度,在内涵建设和整合资源上作出努力。 相似文献
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Border crossings: Research training, knowledge dissemination and the transformation of academic work 总被引：3，自引：0，他引：3
Jürgen Enders 《Higher Education》2005,49(1-2):119-133
At the crossroads of current innovation policies towards a European Research Area (ERA) and a European Higher Education Area (EHEA) lies an important province of higher learning and research: doctoral training and the further careers of PhD graduates. A considerable number of higher education systems across Europe shift their paradigms for doctoral training away from the traditional so-called Humboldtian model towards the so-called professional model. On this background, the paper discusses (1) the German pattern of a strong link of the PhD to the labor market outside academe that is based on a traditional academic-disciplinary mode of apprenticeship training, and (2) approaches that argue for a new mode of knowledge production replacing an academic-disciplinary model of research training by a hybrid model that crosses disciplinary and organizational borders. The paper argues that a diversity of organisational and structural forms as well as different validation criteria and procedures will probably determine the future face of research training. 相似文献
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Michael Daxner 《Higher Education in Europe》1997,22(1):43-49
The union of teaching and research in universities has a very long history with roots pre‐dating the Humboldtian conception of the research university. A major part of this union is personal, in the person of the academic staff member who has been trained through research and will invariably engage in both teaching and research in a university. Even researchers working in exclusively research organizations will have been trained in universities. Moreover, the research undertaken in universities will tend to be transparent, partly the result of the normal practices of academic freedom and of the traditions and procedures of university autonomy, and therefore, more likely to be the beneficiary of public trust than the research undertaken in research institutions, the latter tending to be viewed as more secretive and patron‐oriented. Although globalization may require universities to become enterprises of a non‐business type, along the lines of the medieval corporation, even this new paradigm will continue to require a proper balance between research and teaching, the one supporting the other. 相似文献