英文摘要 |
In recent years, transdisciplinary learning in universities has been valued. This article illustrated the concept and possible methods of trans-disciplinary learning from the perspective of university departments. As for the transdisciplinary learning types, there were “inward” and “extra” types of transdisciplinary learning. The former allocates a certain num-ber of credits to allow students to transdisciplinary learning based on the credits of the original department. the latter provided students with transdisciplinary learning based on the credits of the original depart-ment, plus a certain number of credits. This method included credits and credits, auxiliary departments, double majors, and even multiple trans-disciplinary modules to improve knowledge and diversity professional. Both types include horizontal and vertical transdisciplinary methods. Because transdisciplinary learning had get rid of the old and list the new curriculum, technological integration, social integration, future orientation multiplying effects, and deepen and broaden characteristics, the department should master relevant conditions in transdisciplinary learning, including understanding the needs of the department, under-standing the differences between cross-fields and departments, and un-derstanding school physique, understand the effects of transdisciplinary learning, met the social needs of the external environment, and adjusted with the times; in implementing transdisciplinary learning, you should master and perceive students’ learning needs, diagnose the conditions of the department, understand the physique of the school coordinate re-sources, master human supply and demand in society, and encourage college students to learn independently transdisciplinary learning. At the end of this article, relevant suggestions were put forward for the reference of the department in planning transdisciplinary learning. |