一流本科课程建设实践——“三维九法”课程设计探索

Practice in Developing First-Class Undergraduate Courses—Exploring the “Three-Dimensional Nine-Method” Curriculum Design Approach

摘要: 在当前的教育改革背景下，一流本科课程建设已成为国内众多高等教育机构发力的重点。高等教育的质量直接关联着未来人才的培养与国家发展的需求。课程作为教学的核心要素，其设计和实施在不断提升学生学术能力的同时，也面临来自教育环境结构上的种种挑战。特别是在区域发展水平参差不齐及教学资源配置不均衡的大背景下，目前高校的课程体系尚存在非系统性的局面，教学方法可能显得单一且缺乏创新，而课程评价体系更多倾向于重视结果，忽略了对学习过程审视的重要性。对此，该研究采用西部X高校具体案例，提出了“三维九法”课程观。研究团队基于学生为中心的教育原则，利用多元思维途径，对课程体系、教学方法以及课程评价等关键方面进行了创新设计。“三维九法”注重新型教学策略的设计与实施，依托九种精心规划的方法论，旨在推广教学实践的全面拓展、灵活应变及准确审视。经验总结表明，“三维九法”在实施三年后，在多个维度上显著提升了教学质量。在课程设计方面，有效提高了学生的学业水平，增强学生参与学科竞赛的能力；拓展了学生的国际视野和社会服务参与途径；持续提升学生学习成绩；并加强了一流本科课程在教育领域的整体评价与社会认可。此外，“三维九法”实施所带来的正面反馈还包含了促进教师教学方法的更新与创新，以及对教学资源进行合理化的分配。“三维九法”呈现了课程设计与教学方法的创新，为高质量本科课程的发展定向提供经验探索，为一流课程建设提供实践启示。

Abstract: In recent years, with the continuous promotion of first-class undergraduate curriculum construction, many domestic universities have formed a curriculum design mechanism that focuses on teaching quality and achieved remarkable results. However, due to the differences in regional development level and the unbalanced allocation of teaching resources, this process is still faced with challenges such as insufficient system of curriculum structure, overly rigid teaching methods, and a curriculum evaluation system that emphasizes results while ignoring process. In this regard, this study takes the first-class undergraduate curriculum construction practice of a university in western China as an example, and proposes a “three dimensions and nine methods” curriculum concept. It advocates student-centered, diversified thinking, and innovative design in the three key dimensions of curriculum system, teaching methods, and curriculum evaluation, in order to achieve higher teaching effectiveness and optimize learning experience. Specifically, the “three dimensions and nine methods” curriculum concept advocates promoting the comprehensiveness, flexibility, and accuracy of teaching practice through nine well-planned methodologies. After three years of practice, the effectiveness of the “three dimensions and nine methods” has been significantly verified in many aspects. Specifically, the curriculum design based on this curriculum concept has had a positive impact on improving students’ performance in subject competitions, broadening channels for social service participation, promoting students’ achievements, and strengthening the overall evaluation and recognition of first-class undergraduate courses. In addition, the results also fully reflect the progressive nature of teaching methods and curriculum design, and provide a new perspective and inspiration for the development of future first-class undergraduate curriculum construction.