［目的/意义］ 新文科建设对信息资源管理学科课程群的交叉融合与系统协同提出了更高要求,传统的课程群建设模式已难以满足这一需要。本研究旨在基于中国人民大学信息资源管理学院的一线本科教学实践,提出一种名为"课程立方体"的全新课程建设模式,以有效支撑信息资源管理学科的新型课程群建设。［方法/过程］ 首先深入剖析新文科背景下传统课程群无法支撑信息资源管理交叉学科课程建设的内在机理,其次针对所凝练的核心问题提出课程立方体构建的核心理念,然后基于此提出课程立方体的模式设计方法,进而通过教学实践范例阐述该模式实现方法与效果,最后构建课程立方体建设所需的支撑体系。［结果/结论］ 归纳了传统课程群"一维课程链"和"二维课程组"的两种建设模式,发现其中存在课程系统性和协同性欠佳的共性问题;明确了课程立方体作为新兴课程群基本组成单元的功能定位及其知识串联与能力复合双螺旋的教学目标;以层次结构设计、课程耦合方法、课程协同机制共同组成了课程立方体的模式设计方法,进而通过中国人民大学"一线三层四课"实践范例验证了该模式的实际可操作性和实现效果,最后提出了课程立方体的配套支撑体系。研究结果可为新文科背景下以信息资源管理为代表的交叉学科的新型课程群建设与落地实践提供科学参考和有力支撑。
[Purpose/Significance] New liberal arts construction has put forward higher requirements for cross-integration and systematic collaboration of the courses in the curriculum group of the information resource management discipline. The traditional curriculum group construction methods cannot satisfy these requirements. This paper aims to propose a new curriculum construction method, namely "Curriculum Cube", which is based on the first-hand undergraduate teaching experience from the School of Information Resource Management, Renmin University of China (RUC), to serve as a basis for building a new type of curriculum group of the information resource management discipline. [Method/Process] Firstly, this paper disclosed the intrinsic mechanism for the traditional curriculum groups failing to support the curriculum construction of interdisciplinary information resource management for new liberal arts. Secondly, the paper clarified the core idea of the "Curriculum Cube" construction according to the discovered core common problems. Thirdly, it proposed the design methods of the "Curriculum Cube". Fourthly, it demonstrated the implementation methods and effect of the proposed method based on teaching practice. Finally, it presented the support system required for the "Curriculum Cube" construction. [Result/Conclusion] Firstly, two traditional models for curriculum group construction in the forms of "one-dimensional course chains" and "two-dimensional course sets" are summarized. The common problems are that the courses are organized unsystematically and inconsistently. Secondly, the functional positioning of the "Curriculum Cube" is clarified as the basic component for the new curriculum group, and the teaching objectives are knowledge linking and ability integration. Thirdly, the design method of "Curriculum Cube" is composed of hierarchy design, course coupling method, and course collaboration mechanism. In addition, the operability and practice effect of the proposed method were verified through the practical example of "one line, three tiers and four courses" of RUC. Finally, the support system of "Curriculum Cube" is elaborated. In summary, the results of this study will serve as a scientific reference and strong support for the construction and practice of the new curriculum groups for interdisciplines represented by the information resource management, in the context of new liberal arts.
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