大学课程计量研究初论
A Preliminary Study on College Curriculum Measurement

大学课程总是以某种数量、质量和序量而存在，集 中表征为一定数量、质量和序量的“高深知识集合体”。其 中，大学课程数量是高深知识单元或单位量的多少问题；大 学课程质量是高深知识对社会发展需要、学科发展需要或个 体发展需要的满足程度问题；大学课程序量是高深知识或大 学课程信息的内涵与结构是否有序问题。数量、质量和序量 是大学课程的“一体三面”，三者相互作用共塑大学课程的 规定性。大学课程计量是大学课程管理的基础，而大学课程 的数量、质量、序量及其表达，又是大学课程计量的基石。
A college curriculum is always developed based on quantity, quality and sequence, and is represented as combination of "advanced knowledge" of a certain quantity, quality and sequence. Quantity, quality and sequence are the three aspects of a college curriculum, which interact with each other to mould the specification of a college curriculum. College curriculum measurement is the foundation of college curriculum management, while the quantity, quality, sequence and its expression of a college curriculum is the cornerstone of college curriculum measurement. The creation, organization, implementation and evaluation of a college curriculum are always based on the standards of quantity, quality and sequence, and the value and significance of a college curriculum are always defined by the quantity, quality and reasonability of sequence. Generally speaking, courses of a college curriculum is a network with types and levels. Different types and levels of courses of a curriculum are in different curriculum ecological niches, and they are intrinsically related to each other. Quantity, quality and sequence problems of different types and levels are evolved accordingly. To understand and express the quantity of a college curriculum scientifically and accurately, we must solve two basic problems: The first is to make scientific and reasonable stratification of college courses; the second is to find the minimum unit of the college curriculum. A college curriculum can be divided into periods, courses, group courses, and domain courses from low to high. The "lesson point" is the "atom" of a college curriculum, and it is also the minimum unit of the college curriculum measurement. Moreover, it is the meta-category of college curriculum and the teaching theory. The "lesson point" contains time, space, information (content), character and other elements, the interaction of the elements causes phase change of curriculum. It can be inferred that the influence of school education transforms into the development of students, which is the result of the combined action of time flow, space flow, information flow and character flow. Quality is the sum of the characteristics that the entity satisfies the capacity of explicit or implied needs. Among the three quality concepts of social satisfaction, subject satisfaction and student