地方高校跨学科复合应用型人才培养的学科集群探究
|
摘要
互联网时代推进各项技术加速融合,职业岗位由单一型向综合型转变,集理论与实践于一身,能够解决社会复杂问题的跨学科复合应用型人才应运而生。知识生产模式的转变客观上要求地方高校聚合学科资源,对现有学科知识重新规划,形成有利于应用型人才培养的跨学科组织结构。跨学科复合应用型人才培养需要在学科集群范围内通过多学科、跨学科训练才能完成,因此地方高校应坚持集群式学科发展,构建优势特色学科集群。鉴于此,因其类型不同,地方高校可按照"卫星环绕"或"经纬交织"型学科组织模式建构学科集群,以此搭建分阶段、多平台培养体系,设置模块课程,建立跨学科联结与实践的教师共同体,实施综合性实训,着力培养跨学科复合应用型人才。
As the internet speeds up the integration of various technologies,occupation posts have changed from being single profession-oriented towards comprehensive quality-oriented,leading to the demands for interdisciplinary compound applied talents who can solve complex problems and combine theory with practice.The new mode of knowledge production requires local universities to aggregate resources of different disciplines,redesign disciplinary framework,and form clusters of disciplines which are beneficial to the cultivation of the applied talents.Interdisciplinary compound applied talents cultivation need to be accomplished through the multidisciplinary and interdisciplinary training within clusters of disciplines.Therefore,local universities should promote the development of interdisciplinary clusters,and develop specialty and unique features of such clusters.In building up the clusters,local?universities could choose from the "orbiting of satellite"mode and "interweaving of weft and warp"mode based on their types.In this way,local universities could construct a multi-phase multi-platform training system,design curriculum modules,build teachers' community of interdisciplinary collaboration and practice,implement synthetic practical training,in order to improve the quality of talent cultivation for interdisciplinary compound applied talents.
As the internet speeds up the integration of various technologies,occupation posts have changed from being single profession-oriented towards comprehensive quality-oriented,leading to the demands for interdisciplinary compound applied talents who can solve complex problems and combine theory with practice.The new mode of knowledge production requires local universities to aggregate resources of different disciplines,redesign disciplinary framework,and form clusters of disciplines which are beneficial to the cultivation of the applied talents.Interdisciplinary compound applied talents cultivation need to be accomplished through the multidisciplinary and interdisciplinary training within clusters of disciplines.Therefore,local universities should promote the development of interdisciplinary clusters,and develop specialty and unique features of such clusters.In building up the clusters,local?universities could choose from the "orbiting of satellite"mode and "interweaving of weft and warp"mode based on their types.In this way,local universities could construct a multi-phase multi-platform training system,design curriculum modules,build teachers' community of interdisciplinary collaboration and practice,implement synthetic practical training,in order to improve the quality of talent cultivation for interdisciplinary compound applied talents.
引文
(1)潘懋元,石慧霞.应用型人才培养的历史探源[J].江苏高教,2009,(1):7-10.
(2)辛涛,黄宁.高校复合型人才的评价框架与特点[J].清华大学教育研究,2008,(3):49-53.
(1)刘群.关注“跨学科复合应用型”人才培[EB/OL].http://www.cssn.cn/kxk/dt/201607/t20160715_3122357.shtml,2016-07-15/2017-08-11.
(2)沈玄武,郭石明.新知识生产模式下大学学科组织面临的挑战[J].浙江工业大学学报(社会科学版),2011,(2):154-158.
(3)迈克尔·吉本斯等.知识生产的新模式:当代社会科学与研究的动力学[M].陈洪捷,沈文钦译.北京:北京大学出版社,2011.1-3.
(4)蒋洪新.以科学理念引领一流学科建设[N].人民日报,2016-11-09(007).
(5)Elisa G.Carayannis and David F.J.Campbell,“Open Innovation Diplomacy and a 21st Century Fractal Research,Education and Innovation(FREIE)Ecosystem:Building on the Quadruple and Quintuple Helix Innovation Concepts and the'Mode3'Knowledge Production System,”Journal of the Knowledge Economy2,no.3(2011):329-330.
(6)黄瑶等.知识生产模式Ⅲ促进超学科快速发展的特征研究[J].清华大学教育研究,2016,(6):37-45.
(1)曹广祥.地方高校人才培养改革研究---基于知识生产方式转变的视角[J].教育发展研究,2015,(7):28-32.
(2)孙静波.教育部:加强行业特色高校建设突出环境等学科[EB/OL].http://www.chinanews.com/gn/2015/12-04/7656035.shtml,2015-12-04/2017-08-11.
(3)潘懋元.中国高等教育的定位、特色和质量[J].中国大学教学,2005,(12):4-6.
(4)谭镜星等.从学科到学科集群:知识分类体系和知识政策的视角[J].高等教育研究,2007,(7):31-36.
(1)许四海.学科集群:新建本科院校学科建设的现实选择[J].高教探索,2008,(5):80-85.
(2)辛涛,黄宁.高校复合型人才的评价框架与特点[J].清华大学教育研究,2008,(3):49-53.
(1)刘群.关注“跨学科复合应用型”人才培[EB/OL].http://www.cssn.cn/kxk/dt/201607/t20160715_3122357.shtml,2016-07-15/2017-08-11.
(2)沈玄武,郭石明.新知识生产模式下大学学科组织面临的挑战[J].浙江工业大学学报(社会科学版),2011,(2):154-158.
(3)迈克尔·吉本斯等.知识生产的新模式:当代社会科学与研究的动力学[M].陈洪捷,沈文钦译.北京:北京大学出版社,2011.1-3.
(4)蒋洪新.以科学理念引领一流学科建设[N].人民日报,2016-11-09(007).
(5)Elisa G.Carayannis and David F.J.Campbell,“Open Innovation Diplomacy and a 21st Century Fractal Research,Education and Innovation(FREIE)Ecosystem:Building on the Quadruple and Quintuple Helix Innovation Concepts and the'Mode3'Knowledge Production System,”Journal of the Knowledge Economy2,no.3(2011):329-330.
(6)黄瑶等.知识生产模式Ⅲ促进超学科快速发展的特征研究[J].清华大学教育研究,2016,(6):37-45.
(1)曹广祥.地方高校人才培养改革研究---基于知识生产方式转变的视角[J].教育发展研究,2015,(7):28-32.
(2)孙静波.教育部:加强行业特色高校建设突出环境等学科[EB/OL].http://www.chinanews.com/gn/2015/12-04/7656035.shtml,2015-12-04/2017-08-11.
(3)潘懋元.中国高等教育的定位、特色和质量[J].中国大学教学,2005,(12):4-6.
(4)谭镜星等.从学科到学科集群:知识分类体系和知识政策的视角[J].高等教育研究,2007,(7):31-36.
(1)许四海.学科集群:新建本科院校学科建设的现实选择[J].高教探索,2008,(5):80-85.