高等教育学学科文化建设研究
发布时间：2018-09-09 19:49
【摘要】：高等教育学自1983年获得二级学科建制以来,就以建立独立的学科为目标。为此,学者们围绕高等教育学的研究对象、研究方法、理论体系的建构等问题展开艰辛的探索。虽然取得很大的成功,解决了制约高等教育学成为独立学科的一系列理论问题和现实问题,但是不能回避的现实是,高等教育学依然处在“有名无实”的尴尬境地。这种局面的出现,既有学科自身理论体系的不成熟、不完善的原因,也有更为复杂的因素,本文试图从学科文化视角进行一些尝试性探讨。首先,何谓高等教育学学科文化?高等教育学学科文化是以学科共同体为主体,以学科知识为材料,以学科范式为途径,在学科建设过程中所形成的语言符号、价值标准、思维方式和行为规范。高等教育学学科文化的特征是学科内涵的外部表现,具体表现在,由学科共同体表现出开放性和专业性特征;由学科知识表现出独特性和专有性特征;由学科范式表现出多学科性和发展性特征。其次,高等教育学学科文化在学科建设中起到的功能与作用是什么?育人功能是高等教育学学科文化的基础功能;知识生产功能是高等教育学学科文化的核心功能;凝聚功能是高等教育学学科文化的重要功能。高等教育学学科文化的功能代表了学科文化对于学科建设的内在效力,而学科文化的作用则是这种内在效力的外化,其作用一是有利于彰显高等教育学学科的独特性;二是有助于高等教育学学科共同体的成长;三是有利于高等教育学学科知识体系的完善。最后,如何建设高等教育学学科文化。高等教育学学科文化建设内容:一是转变学科知识生产模式,促进跨学科研究;二是培育学科共同体的行动理性,促进学科共同体的成长;三是转换学科范式,促进学科建设的规范化。高等教育学学科文化的建设策略,分为外部策略和内部策略。外部策略是指完善学科制度文化和学科组织文化建设。内部建设策略是指建构高等教育学学科话语体系,形塑高等教育学学科价值,坚定高等教育学独立学科的信念。
[Abstract]:Since the establishment of secondary discipline in 1983, the goal of higher education has been to establish an independent discipline. Therefore, scholars try hard to explore the research object, research methods and theoretical system of higher education. Although it has achieved great success, it has solved a series of theoretical and practical problems that restrict higher education to become an independent subject, but the reality that it cannot be avoided is that higher education is still in an awkward position of "nominality". The appearance of this kind of situation is not only the immature theory system of discipline itself, the reason of imperfection, but also the more complicated factors. This paper tries to make some tentative discussion from the angle of subject culture. First of all, what is the subject culture of higher education? The subject culture of higher education is a language symbol, value standard, thinking mode and behavior standard formed in the course of discipline construction by taking discipline community as the main body, subject knowledge as the material and discipline paradigm as the way. The characteristics of the subject culture of higher education are the external manifestation of the connotation of the subject, which are embodied in the openness and professionalism of the subject community, the uniqueness and the exclusiveness of the subject knowledge. The discipline paradigm shows the characteristics of multi-discipline and development. Secondly, what is the function and function of higher education discipline culture in discipline construction? The function of educating people is the basic function of the subject culture of higher education, the function of knowledge production is the core function of the subject culture of higher education, and the function of cohesion is the important function of the subject culture of higher education. The function of subject culture in higher education represents the intrinsic effect of subject culture on discipline construction, and the function of subject culture is the externalization of this internal effect. The second is conducive to the growth of the academic community of higher education, and the third is conducive to the improvement of the knowledge system of higher education. Finally, how to build the subject culture of higher education. The content of cultural construction of higher education discipline is as follows: first, to change the mode of knowledge production and promote interdisciplinary research; second, to cultivate the action rationality of the disciplinary community and promote the growth of the disciplinary community; third, to change the discipline paradigm, To promote the standardization of discipline construction. The construction strategy of higher education subject culture is divided into external strategy and internal strategy. External strategy is to perfect the subject system culture and discipline organization culture construction. Internal construction strategy refers to the construction of higher education discipline discourse system, shape the value of higher education discipline, and strengthen the belief of higher education independent discipline.
【学位授予单位】：兰州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G642.3
本文编号：2233399
[Abstract]:Since the establishment of secondary discipline in 1983, the goal of higher education has been to establish an independent discipline. Therefore, scholars try hard to explore the research object, research methods and theoretical system of higher education. Although it has achieved great success, it has solved a series of theoretical and practical problems that restrict higher education to become an independent subject, but the reality that it cannot be avoided is that higher education is still in an awkward position of "nominality". The appearance of this kind of situation is not only the immature theory system of discipline itself, the reason of imperfection, but also the more complicated factors. This paper tries to make some tentative discussion from the angle of subject culture. First of all, what is the subject culture of higher education? The subject culture of higher education is a language symbol, value standard, thinking mode and behavior standard formed in the course of discipline construction by taking discipline community as the main body, subject knowledge as the material and discipline paradigm as the way. The characteristics of the subject culture of higher education are the external manifestation of the connotation of the subject, which are embodied in the openness and professionalism of the subject community, the uniqueness and the exclusiveness of the subject knowledge. The discipline paradigm shows the characteristics of multi-discipline and development. Secondly, what is the function and function of higher education discipline culture in discipline construction? The function of educating people is the basic function of the subject culture of higher education, the function of knowledge production is the core function of the subject culture of higher education, and the function of cohesion is the important function of the subject culture of higher education. The function of subject culture in higher education represents the intrinsic effect of subject culture on discipline construction, and the function of subject culture is the externalization of this internal effect. The second is conducive to the growth of the academic community of higher education, and the third is conducive to the improvement of the knowledge system of higher education. Finally, how to build the subject culture of higher education. The content of cultural construction of higher education discipline is as follows: first, to change the mode of knowledge production and promote interdisciplinary research; second, to cultivate the action rationality of the disciplinary community and promote the growth of the disciplinary community; third, to change the discipline paradigm, To promote the standardization of discipline construction. The construction strategy of higher education subject culture is divided into external strategy and internal strategy. External strategy is to perfect the subject system culture and discipline organization culture construction. Internal construction strategy refers to the construction of higher education discipline discourse system, shape the value of higher education discipline, and strengthen the belief of higher education independent discipline.
【学位授予单位】：兰州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G642.3
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