| “规训”到“赋能”：
美国中部高校的学力建设及启示 |
| From "Discipline" to "Empowerment": The Academic Attainment Development and Enlightenment ofUniversities in the Central United States |
| 摘要点击： 347 全文点击： 239 |
| 查看全文 查看/发表评论 下载PDF阅读器 |
| 中文关键词：规训 赋能 学力 学风 美国高校 |
| 英文关键词：discipline empowerment academic attainment academic atmosphere American universities |
| 基金项目：重庆市教委人文社科项目“大学生社会主义核心价值观
认同教育研究”（16SKGH283）；重庆教委人文社科项目“全面从严治
党背景下马克思主义服务型政党建设研究（17SKS022） |
|
| 中文摘要： |
| 高校学风建设的目的是让学生进行自主、有效的学习，而在校学生的学力是营造高校优良学风的
关键元素。学力的培育可经由规训式教育和赋能式教育两种方式实现：前者借助于时空分割，硬性约束受
教育者身体，迫使其掌握相应的知识与技能；后者则是通过技术和能力的赋权，将决策权与行动权赋予教育
对象，促进其逐渐具备社会生存能力。比较而言，后者更符合现代社会对高校在校生学力建设的要求。美
国中部高校实践经验启示我们，提升地方高校在校生学力水平，创建优良学风，需要构建以赋能为主规训为
辅的动态演化机制，探索以项目为载体的分类赋能路径，开发以赋能为核心的课程教学体系。 |
| 英文摘要： |
| The purpose of the construction of the academic atmosphere in universities is to allow students to
study independently and effectively. Students’academic attainment is a key element to create a good academic
atmosphere in universities. The cultivation of academic attainment can be achieved through two methods:
disciplinary education and empowerment education. Disciplinary education takes advantage of the division of time
and space to rigidly restrain the students’body and force them to master the corresponding knowledge and skills.
The latter is through the empowerment of technology and ability, giving students the decision-making power and
the right to act, and promoting their gradual social viability. In comparison, the latter is more in line with modern
society's requirements for the academic attainment construction of college students. The practical experience of
universities in the central part of the United States enlightens us that to improve local college students’academic
attainment and create a positive academic atmosphere, it is necessary to build a dynamic evolutionary mechanism
with empowerment as the priority and supplemented by disciplines, explore categorized empowerment paths based
on projects, and develop a curriculum teaching system with empowerment as the core. |
