云南“新工科”人才战略探析——基于云南实业教育的历史审视
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摘要
作为全球最大的工科培养国,2017年2月"新工科"的提出为我国高等工程教育指明了发展方向。在高新技术产业化水平不断攀升的云南,梳理清末民初实业教育状况,审视"新工科"发展战略是历史的诉求。从经济、制度、人才三方面探寻"新工科"的保障要素,在把握教育的连贯性和贯穿性的同时,推进"新工科"思维的社会化,造就根植于云南的"新"产业、"新"高校、"新"人才,最终实现强省之梦。
China is the largest engineering training country in the world. In February,"New Engineering"was put forward,indicating the direction of development for higher engineering education. The level of hi-tech industrialization is rising in recent year in Yunnan. It's a historical demand to untangle the industrial education situation from the late Qing Dynasty to the early Republic of China and to reexamine the strategy of"new engineering"development. The paper tries to explore "new engineering"security elements from the three aspects of economy,system and manpower. We'd come to the conclusion by emphasizing the coherence of education and promoting the Socialization in "new engineering"area. In the end,we can develop "new"industry,"new"University,"new"manpower of Yunnan through all these actions. It is also the way to realize the dream of powerful province for Yunnan.
China is the largest engineering training country in the world. In February,"New Engineering"was put forward,indicating the direction of development for higher engineering education. The level of hi-tech industrialization is rising in recent year in Yunnan. It's a historical demand to untangle the industrial education situation from the late Qing Dynasty to the early Republic of China and to reexamine the strategy of"new engineering"development. The paper tries to explore "new engineering"security elements from the three aspects of economy,system and manpower. We'd come to the conclusion by emphasizing the coherence of education and promoting the Socialization in "new engineering"area. In the end,we can develop "new"industry,"new"University,"new"manpower of Yunnan through all these actions. It is also the way to realize the dream of powerful province for Yunnan.
引文
[1]教育部.教育部高等教育司关于开展新工科研究与实践的通知[EB/OL].2017-2-20.http://www.moe.edu.cn/s78/A08/A08_gggs/A08_sjhj/201702/t20170223_297158.html.
[2]钟登华.聆听“新工科”建设春雷[N].中国教育报,2017-04-16(3).
[3]陆复初.昆明简史(下)[M].昆明:昆明市志编纂委员会编辑出版,1983:485-486.
[4]云南省方志编纂委员会.云南省志:卷六十·教育志[M].昆明:云南人民出版社,1995:14-15.
[5]龙云,卢汉修,周钟岳,等.新纂云南通志(卷一百三十七)[O].铅印本,1949:41-42.
[6]本司叶详遵批请将拟设女子蚕桑学堂改名女子蚕桑研究所暨改拨开办费拟订章程并拟呈男女各学堂添课蚕桑章程及各表式文并督宪批[J].云南教育官报,1910(32):11.
[7]本署司郭详报会商商务总会筹款创办商业学堂拟定简章请核示立案文[J].云南教育官报,1909(34):4.
[8]本司叶莅省会初等工业学堂举行艺徒班织布班毕业礼式训词[J].云南教育官报,1910(39):16.
[9]艺徒学堂商议员申覆实业补习普通学堂遵添工业一科照章修改科学由[J].云南教育官报,1909(21):3.
[10]云南实业员养成所章程[J].云南实业杂志,1914(2):2.
[11]中央编译局.马克思恩格斯选集(中文第二版,第2卷)[M].北京:人民出版社,1995:32.
[12]陈荣昌著,周立英点校.乙巳东游日记点校[M].昆明:云南美术出版社,2007:41.
(1)注:本文所表述的云南实业教育设定为清末明初这一时间段,具体为1904-1916,之后的实业教育逐渐演变为了职业教育。
(1)其中,杨宝堃等3人到比利时,文宝奎等26人到越南,吴锡忠等229人到日本。
(2)包括筹办的实业学校。
[2]钟登华.聆听“新工科”建设春雷[N].中国教育报,2017-04-16(3).
[3]陆复初.昆明简史(下)[M].昆明:昆明市志编纂委员会编辑出版,1983:485-486.
[4]云南省方志编纂委员会.云南省志:卷六十·教育志[M].昆明:云南人民出版社,1995:14-15.
[5]龙云,卢汉修,周钟岳,等.新纂云南通志(卷一百三十七)[O].铅印本,1949:41-42.
[6]本司叶详遵批请将拟设女子蚕桑学堂改名女子蚕桑研究所暨改拨开办费拟订章程并拟呈男女各学堂添课蚕桑章程及各表式文并督宪批[J].云南教育官报,1910(32):11.
[7]本署司郭详报会商商务总会筹款创办商业学堂拟定简章请核示立案文[J].云南教育官报,1909(34):4.
[8]本司叶莅省会初等工业学堂举行艺徒班织布班毕业礼式训词[J].云南教育官报,1910(39):16.
[9]艺徒学堂商议员申覆实业补习普通学堂遵添工业一科照章修改科学由[J].云南教育官报,1909(21):3.
[10]云南实业员养成所章程[J].云南实业杂志,1914(2):2.
[11]中央编译局.马克思恩格斯选集(中文第二版,第2卷)[M].北京:人民出版社,1995:32.
[12]陈荣昌著,周立英点校.乙巳东游日记点校[M].昆明:云南美术出版社,2007:41.
(1)注:本文所表述的云南实业教育设定为清末明初这一时间段,具体为1904-1916,之后的实业教育逐渐演变为了职业教育。
(1)其中,杨宝堃等3人到比利时,文宝奎等26人到越南,吴锡忠等229人到日本。
(2)包括筹办的实业学校。