“双一流”背景下大学弱势学科发展研究

发布时间：2018-08-30 10:34

【摘要】：“加快世界一流大学与一流学科建设”是当前我国高等教育追求内涵式发展、培养创新型人才、打造世界一流大学、筑造高等教育强国的重要举措,也是政府与学校共同推进的一项重大工程。“双一流”的提出具有历史延续性,其建设的重点在于打造世界一流学科,并藉此推动大学及其学科建设的差异性发展。在“双一流”的影响下,大学的学科建设“强弱”之分明显,并且在学校内部出现了以优化学科结构、实现资源合理配置为由合、停、并、转弱势学科的现象。当前,大学的弱势学科不仅生存空间受限、学科作用被削弱,还面临着被动调整或裁撤的不稳定局面,进而影响了相关学科及其师生的切身利益。因此,“双一流”背景下对大学弱势学科发展进行研究具有重要的理论与现实意义。通过对上海、河南、江苏三省市的重点分析及对全国21个省市的概况分析,发现当前的“双一流”建设具有学科建设周期短且压力大、偏重龙头学科建设、依赖量化评估排名、着力发展区域内优势特色学科等特征,而且对大学的学科建设尤其是弱势学科的发展产生了实质性的影响。借鉴世界一流大学学科建设的经验,我国的大学学科建设一是要从局部到整体,重视学科设置的生态平衡;二是要从高峰到高原,形成合力竞争优势;三是要从龙头到基础,巩固学科发展根基。高校弱势学科的发展理念是综合彰显其校本、知本及人本价值。通过对问卷调查法收集双一流”背景下大学弱势学科发展相关的数据资料;通过访谈法分别从大学教师、行政人员和学生征集他们对本校弱势学科发展的观点;通过对中国矿业大学“双一流”背景下进行学科调整的案例分析,预测了其弱势学科的发展趋向。“双一流”背景下高校弱势学科的发展策略是:国家政府层面要重视政策的延续性,正式学科评估的工具理性,建立预警机制,扩大自主权,建设现代大学制度,宏观平衡各圈层学科发展;学校层面要放宽政策建立灵活开放的学科建设环境,依托学部制让弱势学科融入优势学科群,不断打造新学科促进弱势学科由弱到新,实现学术权力与行政权力共治;学科层面明确学科目标与定位,实现积极转型,依托学校优势特色发展,拓宽资源获取渠道。
[Abstract]:"speeding up the construction of world-class universities and disciplines" is an important measure for China's higher education to pursue the implicit development, cultivate innovative talents, build world-class universities and build a powerful country in higher education. It is also a major project promoted by the government and the school. The proposition of "double First-class" has a historical continuity, and the emphasis of its construction is to build a world-class discipline, thus promoting the development of the university and its discipline construction in a different way. Under the influence of "double first-class", the division of "strong and weak" in the discipline construction of university is obvious, and the phenomenon of optimizing the subject structure and realizing the rational allocation of resources as the combination, stopping, and turning to the weak subject appears in the school. At present, the weak subjects of universities are not only limited in their living space, but also faced with the unstable situation of passive adjustment or abolishment, which affects the interests of related disciplines and their teachers and students. Therefore, it is of great theoretical and practical significance to study the development of weak subjects in universities under the background of "double-class". Through the key analysis of Shanghai, Henan and Jiangsu provinces and cities and the general situation analysis of 21 provinces and cities in China, it is found that the current "double first-class" construction has short period of discipline construction, great pressure, emphasis on leading discipline construction, and reliance on quantitative evaluation ranking. It also has a substantial influence on the subject construction of universities, especially on the development of weak subjects. Drawing lessons from the experience of the discipline construction of the world's first-class universities, the construction of university disciplines in our country should, first, focus on the ecological balance of discipline setup from part to whole; second, from the peak to the plateau, to form a competitive advantage of joint forces; and third, from the leading to the foundation. Consolidate the foundation of discipline development. The development concept of weak subjects in colleges and universities is to comprehensively highlight their school-based, knowledge-based and human-oriented values. Through the questionnaire survey method to collect the university vulnerable discipline development related data under the double first-class "background, through the interview method separately from the university teacher, the administrative staff and the student solicits their views on the university weak discipline development;" Through the case analysis of discipline adjustment under the background of "double first-class" in China University of Mining and Technology, the development trend of its weak discipline is predicted. Under the background of "double first-class", the development strategies of weak subjects in colleges and universities are as follows: the national government should attach importance to the continuity of policies, the instrumental rationality of formal discipline evaluation, the establishment of early warning mechanism, the expansion of autonomy, and the construction of modern university system. At the school level, we should relax the policy to establish a flexible and open discipline construction environment, rely on the department system to integrate the disadvantaged disciplines into the superior subject group, and constantly create new disciplines to promote the weak discipline from weak to new. Academic power and administrative power should be ruled together, subject level should be clearly defined, subject goal and orientation should be defined, positive transformation should be realized, development of school advantages and characteristics should be relied on, and channels for obtaining resources should be widened.
【学位授予单位】：中国矿业大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G642.3

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