应用技术型高校学科治理中教师的参与困境与对策研究
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摘要
随着国家"双一流"战略的实施,学科建设在高校中的核心地位更加凸显。然而,在高校学科治理中,教师由于自身因素和外部环境因素的影响,处于边缘主体的位置,陷入参与困境。要克服这种普通教师参与治理的困境,需要从建立校院两级学科委员会、引入商谈机制并加强学科治理民主议事程序建设、推动学科治理相关制度建设以及建设学科治理生态文化以培养教师的参与意识和能力等方面来着力,以达到多元主体合作治理的效果。
With the implementation of"Two First Classes"strategy,the strategic core status of the subject construction in universities is more highlighted.However,in the universities' subject governance,teachers are in the edge for their own factors and external system and environment,and they have fallen into the participation dilemma.To get out of such dilemma,we have to put our force in the disciplinary committees of both university and department levels,introduce the negotiation mechanism to strengthen the construction of democratic consultant procedure of the subject governance,promote the construction of the relevant system of the subject government and construct the ecological culture of the subject governance to increase the teachers' participation consciousness and ability in an attempt to achieve the effect of the governance by the pluralistic subject cooperation.
With the implementation of"Two First Classes"strategy,the strategic core status of the subject construction in universities is more highlighted.However,in the universities' subject governance,teachers are in the edge for their own factors and external system and environment,and they have fallen into the participation dilemma.To get out of such dilemma,we have to put our force in the disciplinary committees of both university and department levels,introduce the negotiation mechanism to strengthen the construction of democratic consultant procedure of the subject governance,promote the construction of the relevant system of the subject government and construct the ecological culture of the subject governance to increase the teachers' participation consciousness and ability in an attempt to achieve the effect of the governance by the pluralistic subject cooperation.
引文
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[2]谢凌凌.学科治理:地方高校学科建设的核心议题[J].教育发展研究,2017(7):38-45.
[3]钟卫.应用型本科院校一流学科建设的三个向度[J].中国高校科技,2018(8):23-25.
[4]钱洁.学科理智:一流学科制度建设的旨归[J].现代大学教育,2017(5):18-24.
[5]刘恩允.学术主导、分类驱动、协同推进:我国大学院系治理机制探究[J].高等教育研究,2017(8):23-28.
[6]杨超.“双一流”建设背景下大学教师参与学科治理的困境及路径[J].学位与研究生教育,2018(9):39-45.
[7]陈振明.公共管理学:种不同于传统行政学的研究途径(第二版)[M].北京:中国人民大学出版社,2003:87.
[8]刘小强.学科建设:元视角的考察[D].厦门:厦门大学,2008:20.
[9]康翠萍.高校学科建设的三种形态及其政策建构[J].高等教育研究,2015(11):37-41.
[10]谢艳娟.学术资本主义与大学治理结构变革[J].现代教育管理,2014(6):59-62.
[11]布迪厄.惯习理论.百度百科[EB/OL].[2018-07-21].https://baike.so.com/doc/9538398-9882808.html.
[12]傅永军.哈贝马斯交往行为合理化理论述评[J].山东大学学报(哲学社会科学版),2003(3):9-14.
[13]马陆亭.一流学科建设的逻辑思考[J].高等工程教育研究,2017(1):62-68.