The Chinese way for the teaching reform of international informatization——Research on the teaching prac-tice of “holographic” course of Chinese humanities general education
国际信息化教学改革中国方案——中华文化通识“全息式”教学实践研究

摘要

为回应教育信息化背景下本土育人方案建构的现实需求，破解地方普通高校人文通识教育资源匮乏、育人载体单一等痛点，本研究对中华文化通识课程的组织形态开展创新探索，并重构课程教学内容。研究构建全息融贯的“中华人文化育三部曲”，彰显中华人文通识教育的深度、广度与温度；立足中华传统智慧，创新教学组织形式，搭建全息立体化育人场域。本教学改革为信息化教学注入丰厚的生命智慧与内在活力，达成对学生人文生命的涵育陶铸。实践表明，该全息式教学模式可有效赋能人文通识课堂，既可为同类院校课程建设提供实践参照，也为教育信息化发展贡献承载本土文化特质的中国方案。

Abstract

In response to the practical demand for localized education programs amid educational informatization, and to address the pain points of insufficient resources and monotonous educational carriers in general local universities’ general humanistic education, this study explores innovative organizational forms and reconstructs the teaching content of general Chinese cultural courses. It constructs a holographic and integrated “Trilogy of Chinese Cultural Nurturing”, which embodies the depth, breadth and warmth of Chinese general humanistic education. Rooted in traditional Chinese wisdom, the study innovates teaching organization modes and builds a holographic three-dimensional educational field. This teaching reform infuses abundant life wisdom and inner vitality into information-based teaching and realizes the cultivation and shaping of students’ humanistic temperament. Practices show that this holographic teaching model can effectively empower general humanistic teaching. It can provide practical references for curriculum development in similar universities and offer a Chinese solution with indigenous cultural characteristics for the advancement of educational informatization.