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Comment by iPLOP on July 3, 2023 at 10:43pm

文科建設更需要內涵的“思想”

目前各種關於“新文科”的闡述，在“新”這頂帽子上做了不少點綴，但在“文科”這隻鞋子上似乎還是“舊”的，其基本事實與邏輯沒有多大變化，只有極少數人論及用它解決新問題。多數人所闡釋的“新文科”在語義上重疊性較高的是用大數據、雲計算和人工智能等新技術的“新瓶”去裝老文科的“舊酒”，指望文理交叉。這次申報獲准的1000餘個項目中，項目名稱的結構就顯現出這樣的特徵，老文科大戶——山東省獲得立項項目數最多，也証實了這一判定。

與形式的“新”相比，文科建設更需要內涵的“思想”。數千年來，“文科”不論新舊，關鍵要看有無思想，以及思想的深刻、廣博和邏輯性。歷史上已有的諸多文科思想巨匠的作品不會過時，但它們顯然是新文科視野中的“舊文科”。思想才是解決問題的潤滑劑，是文科更具價值的內核。追求文科的新舊價值顯然比不上追求文科的高品質，有思想，能思想，會思想。 [7]

措施

現在列入文科領域的研究對象極爲複雜多樣，研究範式不是唯一的，發展趨勢存在多種可能性與差異性，不存在唯一的“必由之路”，不必構建衆多的體系，不宜投巨資以項目驅動方式將全國高校的文科引導到單一的研究方式與路徑。該領域的高品質發展需要高素養、有思想的學人以開放態度，各自以獨特方式開展多種途徑的探索，其中一部分可能會超越學科走向集成，也許這才是促進文科領域真實創新、更好滿足人民生活幸福需要的更可行路徑。 [7]

 

參考鏈接：https://baike.baidu.com


延續閱讀：

馮惠玲：數字人文視角下的數字記憶

愛墾評·海外華人三寶的數字面向與文創方案

鄧小南：數字人文與中國歷史研究

當專著不再是媒介：網絡時代的歷史敘事

文創4.0：一個核心要素和兩個底層思維

Comment by iPLOP on July 2, 2023 at 9:59pm

爲何越來越多的高校 開始設置微專業

從近兩年各大高校的探索實踐來看，在設置微專業時，學校一般會選擇與科技前沿技術領域相關的專業學科，與戰略性新興産業緊密連接，以培養産業所需的創新型、複合型人才。 

“秉承魯班精神，鍛造一流人才。我們是2021級智能建造實驗班！”近日，在廣東工業大學首個微專業——智能建造的開班儀式上，班級首屆50名本科生滿懷熱忱地喊出了開班宣言。2022年，廣東工業大學啟動微專業項目建設工作，計劃每個學院至少開設一個微專業，充分利用科研與企業資源，打造一批“小而美”的特色人才培養項目。 

實際上，微專業也並非新鮮事物。近年來，爲貫徹和實施新時代高等教育育人質量工程，國內衆多高校相繼開設了微專業。越來越火熱的微專業，能否創新人才培養模式，成爲未來教育體系中不可或缺的一部分？ 

微專業不等於輔修專業 

“微專業，簡單地講，就是一個小而靈活的專業，是大學生在學習原專業的基礎上，根據自身的興趣和職業發展需求，擴充跨學科知識和提昇工程實踐能力的有效途徑之一。”廣東工業大學教務處副處長肖明教授説，“微專業既是對主修專業的拓展和延伸，也是實現與其他學科交叉融合的路徑之一。” 

如廣東工業大學開設的智能建造微專業，可以讓土木建築類的學生選修自動化、計算機、機械電子等學科知識；而計算機、自動化類的學生，同樣可以學習土木工程的建造知識。山東大學開設的17個微專業，更是來自該校10所學院，包括生物微電子、多元智能、智慧交通與智能建設等衆多專業。 

微專業與輔修專業有什麼區別？“輔修專業是在主修專業之外，再選擇一個專業，學生可以兼修本專業以外的任何一個專業。而微專業，則是在主修專業的基礎上，交叉融合多個學科專業的前沿知識和技術。”肖明表示，微專業的設置具有靈活性，它沒有單一的標準，可由學校教師、企業專家根據産業需求進行整體規劃與調整，能夠做到不斷地迭代、優化。

實際上，除了廣東工業大學，北京大學、中國傳媒大學、武漢科技大學、湖南工商大學等高校都陸續開設了微專業。

爲何越來越多的高校開始青睞微專業？在肖明看來，這與數字化和人工智能的發展倒逼高校專業和人才培養改革密切相關。他表示：“以往高校的專業設置太細，教育鏈、人才鏈與産業鏈鏈接不緊密，難以有效滿足科技前沿技術發展所需。因此，高校要實施科教融合、産教融合戰略，全面實施‘六卓越一拔尖’計劃2.0，並通過專業改革，開設微專業、跨學科課程，推進新工科、新醫科、新農科、新文科‘四新’建設。”

從近兩年各大高校的探索實踐來看，在設置微專業時，學校一般會選擇與科技前沿技術領域相關的專業學科，與戰略性新興産業緊密連接，以培養産業所需的創新型、複合型人才。

 

不同高校建設路徑不同

據了解，目前中國高校開設的微專業主要有兩類：一類是高等院校開設的跨學科課程，屬於高校類微專業；另一類則是以職業技能培訓爲主的微專業，面向高職高專院校的學生。

微專業是高校主動適應新技術、新産業、新業態、新模式的創新之舉，同時也爲高校提供了一種人才培養的新路徑。各大高校依據自身的資源特點以及未來的發展目標，對於微專業的設置也有所不同。

例如，武漢科技大學從2021年下半年開始試點微專業，目前設有大數據技術與應用、智能醫學、創新創業管理等5個微專業。據悉，武漢科技大學開設微專業，旨在通過靈活、系統的培養，使學生能夠在特定領域具備一定的學術專業素養和行業從業能力，進而能夠讓學生在離開校園後，更加適應社會發展需求，提昇學生的就業能力和就業競爭力。

山東大學開設的微專業，則旨在銜接本科與研究生階段的人才培養體系，提昇專業培養方案與職業發展需求之間的匹配度。因此，該校微專業課程的設置一般具有高階性、交叉性和挑戰度。

廣東經濟發達，市場需要跨界複合型人才。廣東工業大學打造的微專業，面向廣東省“雙十戰略”萬億級産業集群規劃，即10大新興戰略性産業集群和10大支柱性産業集群的佈局，爲廣東經濟發展提供人力支撐。

激活學生的學習興趣

微專業不僅能有效拓展學生的學術視野，豐富其知識儲備。更爲重要的是，主動選擇自己喜歡的微專業加上多元化的知識體系，能夠激活學生的學習興趣，提高學生的學習效率，推動高校有效實現教育教學目標，促進學生的全面發展。

“智能建造微專業的第一節課，老師就爲我們講解了控制系統的基本知識，這是我們原本的專業學習中沒有涉及的，拓寬了我們的視野和眼界。微專業的上課時間都在週末，讓我能夠充分利用時間，對專業學習和未來就業也都有幫助。”廣東工業大學智能建造微專業首屆學生、智能建造實驗班班長洪燁華説。

在廣東工業大學，學生在大學一年級第二學期就可以申請微專業。修讀微專業的學生週一到週五按主修專業培養方案學習，週末按微專業培養方案學習，主修專業的畢業設計（論文）需包含微專業的元素。“兩個培養方案並軌實施，爲學生‘開小灶’‘加營養餐’。”肖明説。

他認爲，微專業是創新人才培養模式、重塑教育教學組織形式的重要手段。因此，建設微專業，要加強教師隊伍建設，打造一隻跨學科的高水平教學團隊；創新教學模式與培養方式，提昇教師的實踐教學能力與學科交叉融合水平；創新評價機制，以靈活、多樣的考核和評價標準，培養創新型人才，爲微專業的建設提供一個開放、多元的發展環境；重視數字化改革，通過慕課、虛擬教研室等數字化平台，共享專業課程資源，以科技手段培養複合型創新人才。（2022年06月16日| 來源：科技日報）

Comment by iPLOP on July 1, 2023 at 11:28pm

愛墾評註：新文科的五育策略

堅持立德樹人，以“新文科”發展戰略爲引領，持續深化教育教學改革，全面推動構建德智體美勞五育並舉的高水平創新型人才培養體系。

探索課程多樣化模式，通過沉浸、融合、體驗、参與等不同方式，將課程建設落到每一門科目，積極挖掘專業中新文科元素和功能，建設若干門示範課程，擴大教學工作隊伍。

強化辦學優勢特色。面向經濟建設和社會發展需要，深化專業教學改革，科學編制專業建設規劃。按照專業教學指南的要求，明確培養目標和培養規格，確定核心課程，全面修訂專業人才培養方案，以産出爲導向，推動人才培養的精細化與透明化。對課程設置、支撐矩陣與課程邏輯反複梳理和調整，力求建立可觀、可測、可追溯的應用型專業成長路徑。 

以學生爲中心，推動從教學到育人的轉變。深化教學改革強調以學生能力和素質發展的需求爲依據來確定課程。在修訂培養方案的過程中，統一思想，一方面站在學生和職業需求的立場上對原有課程配置進行了大量的增刪和調整，另一方面，以育人爲指向，對標畢業要求的能力點，統籌課程、文化活動、校內外實踐活動，推進各課堂聯動，建立立體的人才培養框架。 

深化教學改革，提昇教學質量。加強課程建設，淘汰“水課”，打造“金課”， 廣泛開展線上線下相結合的混合式教學，建設一批優秀的在線開放課程和虛擬仿真實驗項目，開展MOOC、SPOC和混合式課堂教學，推動信息技術與教育教學的深度融合，促進翻轉課堂建設，構建新型課堂教學模式，提高學生在教學活動中的參與度，着力推動教學方式從“以教爲中心”到“以學爲中心”的轉變。

深化創新創業教育改革，建立創新創業教育質量標準，推動創新創業教育與專業教育緊密結合。實施創新創業教育學分認定與轉換制度。鼓勵學生參與科研立項和大學生創新創業計劃項目，支持並指導學生參加“互聯網+”大學生創新創業大賽等專題競賽，以賽促學，提昇綜合能力。

以身心素質、鍛煉習慣培養和社區體育文化爲重點，改革課程設置、教育模式和考核模式，引導學生天天鍛煉、素質成長、終身受益。將課外體育鍛煉納入教學計劃的同時鼓勵學生組建體育社團和體育俱樂部，爭取讓每個學生都能掌握1-2項運動技能，養成終身鍛煉習慣; 抓社區體育文化，培養學生的奮鬥精神、團隊協作意識、抗挫折能力等；引導學生積極運動、適量運動、快樂運動、素質運動，培育學生素質的體魄和堅強的意志。 

注重心理素質教育，加強陽光心理的建設，繼續開展心理素質座談會、心理素質宣傳月等活動，積極做好早預防、早發現、早干預的心理素質教育工作，培養學生自尊自信、理性平和、積極向上的素質心態，促進學生心理素質素質與思想道德素質、科學文化素質協調發展。

修訂完善人才培養方案，將美育納入人才培養體系。努力構建課程教學、實踐活動、社區文化、地方環境“四位一體”的美育體系。普及公共文學藝術教育，設立文學藝術俱樂部，設置文學、戲劇、書法、音樂、繪畫、攝影、工藝美術等分俱樂部，開展以審美和人文素養培養爲核心、以創新能力培育爲重點、以中華及本土優秀傳統文化傳承發展和藝術經典教育爲主要內容的文學藝術理論教育與實踐活動。統籌安排、精心組織，推進地方環境提昇工程，將美育元素嵌入地方環境建設，積極宣傳和呼籲學生愛護地方環境，進一步優化美化地方環境。充分發揮音樂廳、美術展覽館、文化體驗中心等藝術展以美育人，引領學生陶冶道德情操、塑造美好心靈提昇人文素養、培育完善人格。

培養實踐觀念。明確實踐教育的具體任務和要求，發揮實踐教育的積極作用。把實踐課程納入學分管理。在課堂教學中加大實踐觀念的培養，在實踐教學中加大實踐技能的培養，將動手實踐內容納入學生綜合素質評價。推進實踐教育融入專業教育，將以實習、實訓實踐等爲內容的實踐教育工作作爲學生日常要求，注重培養學生的實踐觀念和實踐精神。

推動志願者社會實踐，養成實踐習慣。開展義務實踐，設立義務實踐日或實踐週，引導學生參與社區衛生保潔、綠化美化。通過開設實踐課程、認領社區清潔區、評選表彰實踐積極分子等措施，促進學生樹立正確的實踐觀和實踐態度。

Comment by iPLOP on June 19, 2023 at 8:11pm

Jobs and Skills I Education 4.0: Here are 3 skills that students will need for the jobs of the future by Asheesh Advani

President and Chief Executive Officer, JA Worldwide

This article is part of: World Economic Forum Annual Meeting

Education 4.0 reimagines education as an inclusive, lifelong experience that places the responsibility for skill-building on the learner, with teachers and mentors acting as facilitators and enablers.

To create the environment required to foster Education 4.0, existing educational systems must be upgraded and invested in.

Problem-solving, collaboration and adaptability are the three critical skills that Education 4.0 must impart to students.

Education 4.0 reimagines education as an inclusive, lifelong experience that places the responsibility for skill-building on the learner, with teachers and mentors acting as facilitators and enablers.

Here are the three critical skills that should play a central role in each student’s personal curriculum as we prepare students, parents, educators and the business community — working alongside governmental and non-governmental agencies — to invest in and upgrade existing education systems for the jobs of the ever-evolving future.

Problem-solving, collaboration and adaptability are the three critical skills that Education 4.0 must impart to students.

1. Problem-solving - Education 4.0

Comment by iPLOP on June 17, 2023 at 3:43pm

（Con't）Problem-solving is at or near the top of every university’s and company’s must-have skillset, but what does it really mean? Students who are competent problem-solvers approach problems with curiosity, ready to embrace the challenge before them. Working independently or with others, students study the situation and ask questions to identify the root cause of a problem, collaboratively brainstorm potential solutions once the cause is verified, experiment and test solutions on a small scale, review the outcomes of those tests, scale up the best solution and keep monitoring the solution to ensure that it’s truly solving the problem. Along the way, students build and rely upon the building blocks of problem-solving: creativity, data analysis, perseverance and critical thinking.

In a Brookings Institution series on teaching future skills, educator Kate Mills describes “normalising trouble” in her classroom, looking for opportunities to showcase the way other students (not the teacher) have worked through problems, naming and describing the steps they used and reiterating how the process solved the problem. “After a few weeks,” Mills says, “most of the class understands that the teachers aren’t there to solve problems for the students, but to support them in solving the problems themselves.” This includes giving students a range of go-to strategies for problem-solving that students can refer to if they get stuck. “For me, as a teacher,” Mills continues, “it is important that I create a classroom environment in which students are problem-solvers.”
Discover

What's the World Economic Forum doing about diversity, equity and inclusion?

The COVID-19 pandemic and recent social and political unrest have created a profound sense of urgency for companies to actively work to tackle inequity.

The Forum's work on Diversity, Equality, Inclusion and Social Justice is driven by the New Economy and Society Platform, which is focused on building prosperous, inclusive and just economies and societies. In addition to its work on economic growth, revival and transformation, work, wages and job creation, and education, skills and learning, the Platform takes an integrated and holistic approach to diversity, equity, inclusion and social justice, and aims to tackle exclusion, bias and discrimination related to race, gender, ability, sexual orientation and all other forms of human diversity.

The Platform produces data, standards and insights, such as the Global Gender Gap Report and the Diversity, Equity and Inclusion 4.0 Toolkit, and drives or supports action initiatives, such as Partnering for Racial Justice in Business, The Valuable 500 – Closing the Disability Inclusion Gap, Hardwiring Gender Parity in the Future of Work, Closing the Gender Gap Country Accelerators, the Partnership for Global LGBTI Equality, the Community of Chief Diversity and Inclusion Officers and the Global Future Council on Equity and Social Justice.

2. Collaboration - Education 4.0

At its core, collaboration is about working well with others, sometimes as a team leader and other times as a team member. Collaborative students are influential with and influenced by good data and effective persuasion and they show a willingness to change their minds when confronted with evidence that’s contrary to their initial beliefs. Effective collaborators build relationships with all personality types, working styles and backgrounds, acting quickly to lower tension and resolve conflicts within any team. And, they are respectful communicators, whether communicating in person, on camera, via audio, when writing in any form (from low context micro-messages to lengthy reports) or actively listening.

Comment by iPLOP on June 17, 2023 at 10:00am

（Con't）Five years ago, Pearson Education, the British educational publishing giant, collaborated with the Partnership for 21st Century Learning to review the most significant findings in teaching students how to collaborate. The report recommends building three elements of collaboration into everyday classroom activities: interpersonal communication, conflict resolution and task management. “For example,” the report offers, “if a task simply requires groups to generate a lot of ideas but not to prioritise those options or make any selections, there will be little need for students to coordinate their ideas and contributions. Similarly, if a task calls for consensus but everyone in the group already agrees about the best course of action then there is no opportunity for students to practice their conflict-resolution skills.” Some level of friction must be built into the learning environment to develop and practice collaboration skills.

To design a collaborative-learning classroom, the report recommends organizing students into a myriad of different groups for a variety of tasks and projects, rotating roles among students to ensure that all students experience a range of responsibilities and interpersonal situations and teaching students how to conduct peer evaluations that offer honest, constructive feedback. Not surprisingly, the report also confirms that students with strong collaboration skills have better employment and advancement prospects than those without.
Have you read?

3. Adaptability - Education 4.0

The ability to continually adapt to new situations and realities has long been underrated because 'adaptability' is challenging to define. Adaptability skills range from a certain comfort with uncertainty, sudden changes and unfamiliar circumstances to the ability to make effective decisions and develop innovative solutions under pressure. Youth who are adaptable shift seamlessly from following to leading and back again. They welcome opportunities to learn new topics, master new skills and test themselves.

An Australian research team, led by Andrew J. Martin, has been studying students’ responses to uncertainty, novelty and change for the last decade, noting that learning to adapt requires cognitive, behavioural and affective (emotional) adjustments that include developing resilience, buoyancy and self-regulation. One approach to teaching adaptability is to create a self-regulated process with students in which students self-evaluate their proficiency in a particular area, establish learning goals, work to build experience and skills, evaluate proficiency again, identify the modifications needed to continue to improve and so on. Over time, adjusting and modifying skills and behaviours as a result of evaluation and feedback enables this adaptable mindset in young people.

The emergence of Education 4.0 offers a unique opportunity to upgrade our educational systems to ensure that we effectively prepare the world’s two billion young people for the Fourth Industrial Revolution, while also reducing inequalities in educational systems and capitalising on the promise of educational technology. By centring individual skill-building and classroom learning around problem-solving, collaboration and adaptability, Education 4.0 offers young people the greatest possible opportunity to succeed in a global economy.

Comment by iPLOP on June 16, 2023 at 10:36am

ESG理念已成为国际共识，以责任竞争力为核心的企业，都率先进入这全新发展周期。

ESG是英文Environmental、Social和Governance的缩写，是关注企业环境、社会、治理绩效，而不只是财务绩效投资理念和企业评价标准。

有者ESG战略与大众关系紧密的可持续包装、负责任营销、企业社会责任、培训与发展、气候变化、可持续农业等六个实质性议题作为行动主要方向。

其中包括计划2028年实现75%的原材料供应商符合可持续农业标准，并将在中国市场实现所有纸质包装100%可回收或使用再生材料。

创业目标是一家可持续发展公司，将可持续发展理念纳入业务核心与·组织愿景；深耕环保包装、高质量供应链等环节。

例如，有的食品行业已经过度工业化，就要做出真正适合孩子的天然有机辅食。得先拜访全球有机农场，用最严苛的标准挑选食材，坚持无多余添加，保留好食材的天然美味和营养，产品严格做到每批次安全检测，全线产品均支持全程溯源。

ESG战略聚焦关注产品、以人为本和关爱地球三大领域。

在“大绿色计划”的基础上，明确了ESG战略愿景，即“负责任的爱，让地球不害病，为新一代培育健康环境”，明確ESG策略、实施路径和衡量指标。

Comment by iPLOP on June 14, 2023 at 2:30pm

爱垦观察ESG
ESG Watch by www.iconada.tv

A little observation: ESG has been gaining momentum, but awareness among local companies in general seems to be low. We will see how it might become an "epiphany" for post-epidemic revitalisation. But it will take all sorts of good talents, and we are still observing.

小小的观察：ESG已经逐渐形成大潮，而一般马来西亚企业的认识好像还不强。看可能怎样打造成一个疫后振兴的“显学”。但需要各路好汉，还在观察中。

Management guru Peter Drucker once said that entrepreneurs have two core functions: innovation and marketing. In an era where SDGs is becoming increasingly important, it is most desirable to redefine it as getting the ESG right and telling the story well.

管理大师杜拉克曾说，企业有两个基本功能：创新与行销。在这个SDGs愈来愈受重视的时代，有迫切需要重新定义为：把ESG做好，把故事讲好。

SDGs：Sustainable Development Goals
ESG: Environment, Social & Governance

卢建彰 ·把好事说成好故事：在实务上踏实，在想法上跳跃

Property Development ESG
商业地产ESG火爆，这些企业为啥频频被点赞？

邱慈观：中外资本市场ESG桥梁

Comment by iPLOP on June 10, 2023 at 9:39am

愛墾觀察ESG

跟其他國家的人相比，有的亞洲散戶對ESG主題展現更大投資興趣，促使基金管理資產翻倍。

碳中和，使到商機從無到大爆發。

ESG定義不清，出於各國會自己定義何謂ESG的成本與風險，且各方定義常常相互矛盾。

對ESG，政府有自己的解釋與規則，因為在減碳的同時，他們希望確保它不會與國家經濟戰略相衝突。其中，扶貧、社會不平等、地方失業、農村就業等成為優先問題。

投資基金則優先考慮解決特定產業的ESG問題，如在投資房地產行業時優先考慮綠色建造；或/與會計違規或治理腐敗。

ESG在地化以後，投資基金納入成分股的考慮是什麼？

可以確定的是，各國都在思考該如何統一ESG定義，避免漂綠問題。

投資人不僅要考慮本身公司，還要考慮外在經營環境。有時，一位官僚一個指頭，就捻死了一個行業。

各業界的ESG重要修煉：成就大我來自社群共學；背景蒐尋，畫線筆記，打造自身專業的ESG。(愛墾ESG主编 10.6.2023)

Comment by iPLOP on June 5, 2023 at 6:48am

What a Corporate University Is and Is Not By Kathryn Tyler

“There is a general lack of understanding of what a corporate university is,” says Mark Allen, Ph.D., a professor at Pepperdine University. “It is not a place, a building or a gimmick. A corporate university is an educational entity that is a strategic tool designed to assist its parent organization in achieving its mission by conducting activities that cultivate individual and organizational learning, knowledge, and wisdom.”

Here are differences between …

A corporate university and a training department. “A training department is tactical or operational, whereas a corporate university is positioned at a strategic level. A good training program helps you do your job better. A corporate university helps the organization achieve its mission,” Allen says.

A corporate university and a traditional university. Traditional universities conduct scientific research and grant degrees in a variety of disciplines. Corporate universities focus primarily—though not exclusively—on on-the-job skills, company-specific proprietary knowledge and branding, and certification. “At a corporate university, you are focusing on learning that will benefit the organization, not just the individual,” Allen says.

The author is a freelance writer and former HR generalist and trainer in Wixom, Mich. (Source: https://www.shrm.org)

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