价值生态视角下一流学科建设高校弱势学科发展战略思考
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摘要
在"双一流"建设背景下,学科评估的绩效导向使得国内一些高校弱势学科在不同程度上遭遇生存困境。《统筹推进世界一流大学和一流学科建设总体方案》中提出"动态支持"的目的,并不意味着发展重点学科必须要弱势学科无条件价值让渡,而是要在"双一流"建设视野下正确、合理评估弱势学科存在与发展的意义,统筹学科生态系统的多元合作、协同发展,建构共生型、培育式、相互价值让渡的学科生态系统。弱势学科必须基于自身发展逻辑强化学科组织,提高组织化程度,进一步提升学科的学术生产能力与产出效率,从而生成自身存在的"生态合理性"与"生态现实性"。即在学科结构上,强化弱势学科与一流学科间的交叉、融通与共生;在学科发展策略上,探索弱势学科与高校办学理念、办学特色及所处区域经济、文化特色的内在关系;在学科人力资源建设上,注重学科的学术梯队建设,积累学术研究的群体,夯实学科人才基础。
The performance-oriented discipline evaluation makes inferior disciplines of some domestic colleges encounter different levels of difficulties in the context of "Double First-Class" construction.The "dynamic support" raised in "Overall Plan to Promote the Development of World-class Universities and First-class Disciplines",does not mean that inferior disciplines must make unconditional value concessions to develop key disciplines,but means to correctly and reasonably evaluate the significance of the existence and development of inferior disciplines,to achieve the multi-disciplinary and coordinated development of the disciplinary ecosystem and construct a disciplinary ecosystem that is symbiotic,cultivated,and of mutual value transfer in the context of "Double First-Class" construction.Inferior disciplines must strengthen discipline organization based on their own development logic and improve the systemization degree,and further promote academic productivity and output efficiency,so as to create their own "ecological rationality" and "ecological reality".That is,(1)In the structure of disciplines,strengthen the intersection,harmony and symbiosis between inferior disciplines and first-class disciplines;(2)In the strategy of disciplinary development,explore the internal connections among inferior disciplines,school-running ideas,features,as well as local economic and cultural characteristics;(3)In the construction of discipline human resources,focus on the construction of academic echelons of disciplines,accumulate academic research groups,and consolidate the talent base of disciplines.
The performance-oriented discipline evaluation makes inferior disciplines of some domestic colleges encounter different levels of difficulties in the context of "Double First-Class" construction.The "dynamic support" raised in "Overall Plan to Promote the Development of World-class Universities and First-class Disciplines",does not mean that inferior disciplines must make unconditional value concessions to develop key disciplines,but means to correctly and reasonably evaluate the significance of the existence and development of inferior disciplines,to achieve the multi-disciplinary and coordinated development of the disciplinary ecosystem and construct a disciplinary ecosystem that is symbiotic,cultivated,and of mutual value transfer in the context of "Double First-Class" construction.Inferior disciplines must strengthen discipline organization based on their own development logic and improve the systemization degree,and further promote academic productivity and output efficiency,so as to create their own "ecological rationality" and "ecological reality".That is,(1)In the structure of disciplines,strengthen the intersection,harmony and symbiosis between inferior disciplines and first-class disciplines;(2)In the strategy of disciplinary development,explore the internal connections among inferior disciplines,school-running ideas,features,as well as local economic and cultural characteristics;(3)In the construction of discipline human resources,focus on the construction of academic echelons of disciplines,accumulate academic research groups,and consolidate the talent base of disciplines.
引文
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[16]张晓黎.浅谈高校人力资源在高校学科建设中作用的发挥[J].科学时代,2014(3):21-25.
[17]吕伟耀,程俊英.基于高校学科建设的人力资源配置探析[J].山东社会科学,2011(8):150-152.
[2][7][9][19]刘奕涛.“双一流”建设要为“弱势学科”发展留空间[N].中国社会科学报,2017-06-14(06).
[3]郭华桥.“双一流”背景下研究型大学弱势学科的治理逻辑[J].重庆高教研究,2016(11):29-35.
[4][11]申新.“双一流”背景下大学弱势学科发展研究[D].徐州:中国矿业大学,2017.
[5]翟亚军.大学学科建设模式研究[M].北京:科学出版社,2011:13,14.
[6]中华人民共和国教育部.国家中长期教育改革和发展规划纲要(2010-2020年)[EB/OL].(2010-07-29).http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/info_list/201407/xxgk_171904.html.
[8][10][15]][18]国务院.统筹推进世界一流大学和一流学科建设总体方案[EB/OL].(2015-11-05).http://www.gov.cn/zhengce/content/2015-11/05/content_10269.htm.
[12]陈仕吉,康温和,江文森.跨学科研究在科学研究中越来越重要?[J].科学学研究,2018(7):1153-1160+1195.
[13]惠森.诺贝尔自然科学奖获奖成果中的学科交叉现象研究[D].郑州:郑州大学,2014.
[14]习近平.坚持中国特色社会主义教育发展道路,培养德智体美劳全面发展的社会主义建设者和接班人[EB/OL].(2018-09-10).http://cpc.people.com.cn/n1/2018/0910/c64094-30284598.html.
[16]张晓黎.浅谈高校人力资源在高校学科建设中作用的发挥[J].科学时代,2014(3):21-25.
[17]吕伟耀,程俊英.基于高校学科建设的人力资源配置探析[J].山东社会科学,2011(8):150-152.