SWOT视野下的中国教育学科发展
|
摘要
SWOT分析结果显示,中国教育学科发展存在规模扩大、全球显示度上升、社会效益良好的优势和结构不均衡、培养质量下滑的劣势,面临着政策指引、全球化加速、知识生产模式转型、新科技涌现的机遇和教育系统内外部提出新要求新期待的挑战。可供选择的发展战略包括:汇聚合力,建设更加广博的教育学科;扩大开放,建设更加国际的教育学科;服务社会,建设更加前瞻的教育学科;内涵发展,建设各具特色的教育学科。
According to the SWOT analysis results,the development of Chinese education discipline shows several advantages such as scale expansion,the rise in global ranking,good social benefits and several disadvantages such as unbalanced structure,and the decline of training quality. As for development environment,Chinese education discipline faces some opportunities like policy guidance, accelerating of globalization,knowledge production mode transformation,emerging of new technology,as well as some new requirements or new expectations from both internal and external education system. Optional development strategies include pooling efforts to build a more extensive education discipline;opening wider toward the outside world to build a more international education discipline;serving the society to build a more forward-looking education discipline;and finally,developing with quality to build a more distinctive education discipline.
According to the SWOT analysis results,the development of Chinese education discipline shows several advantages such as scale expansion,the rise in global ranking,good social benefits and several disadvantages such as unbalanced structure,and the decline of training quality. As for development environment,Chinese education discipline faces some opportunities like policy guidance, accelerating of globalization,knowledge production mode transformation,emerging of new technology,as well as some new requirements or new expectations from both internal and external education system. Optional development strategies include pooling efforts to build a more extensive education discipline;opening wider toward the outside world to build a more international education discipline;serving the society to build a more forward-looking education discipline;and finally,developing with quality to build a more distinctive education discipline.
引文
[1]王传毅,陈东,赵丽娜.协同创新:当今美国研究生教育的发展与变革[J].中国高教研究,2013,(8):64-68.
[2]龚怡祖,谢凌凌,陈金圣,等.大学学科运行与学科发展战略中若干问题的理论分析[J].高等教育研究,2011,(10):38-49.
[3]高耀,杨佳乐.学术型硕士生初次就业状况及其影响因素--基于2016年全国研究生离校调查数据的实证研究[J].中国人民大学教育学刊,2018,(3):82-101.
[4]Michael Gibbons,Camille Limo Ges,Helga Nowotny,et al,The New Production of Knowledge:The Dynamics of Science and Research in Contemporary Societies[M].London:Sage,1994:12-16.
[5]Sheila Slaughter,Larry L.Leslie.Academic Capitalism:Politics,Policies and the Entrepreneurial University[M].Baltimore:The John Hopkins University Press,1997:7-8.
[6]Garth Den Heyer.New Public Management:A Strategy for Democratic Police Reform in Transitioning and Developing Countries[J].Policing An International Journal of Police Strategies&Management,2011,34(3):419-433.
[7]托尼·比彻,保罗·特罗勒尔.学术部落及其领地:知识探索与学科文化[M].唐跃勤,蒲茂华,陈洪捷译.北京:北京大学出版社,2015:40-41.
[8]王传毅,陈晨.“一带一路”沿线国家学生来华读研的影响因素--基于宏观数据的分析[J].高校教育管理,2018,12(3):34-42.
(1)数据来自全国学位与研究生教育质量信息平台,数据检索日期为2018年10月31日。
(2)数据来自《中国教育统计年鉴》,受统计口径所限,此处含心理学。
(3)数据来自《中国学位与研究生教育发展年度报告》,在校生数统计口径为学科门类,学位授予数统计口径为一级学科。
(4)数据来自《来华留学生简明统计》,统计口径为学科门类。
(5)数据来自全国学位与研究生教育质量信息平台,数据检索日期为2018年10月31日。
[2]龚怡祖,谢凌凌,陈金圣,等.大学学科运行与学科发展战略中若干问题的理论分析[J].高等教育研究,2011,(10):38-49.
[3]高耀,杨佳乐.学术型硕士生初次就业状况及其影响因素--基于2016年全国研究生离校调查数据的实证研究[J].中国人民大学教育学刊,2018,(3):82-101.
[4]Michael Gibbons,Camille Limo Ges,Helga Nowotny,et al,The New Production of Knowledge:The Dynamics of Science and Research in Contemporary Societies[M].London:Sage,1994:12-16.
[5]Sheila Slaughter,Larry L.Leslie.Academic Capitalism:Politics,Policies and the Entrepreneurial University[M].Baltimore:The John Hopkins University Press,1997:7-8.
[6]Garth Den Heyer.New Public Management:A Strategy for Democratic Police Reform in Transitioning and Developing Countries[J].Policing An International Journal of Police Strategies&Management,2011,34(3):419-433.
[7]托尼·比彻,保罗·特罗勒尔.学术部落及其领地:知识探索与学科文化[M].唐跃勤,蒲茂华,陈洪捷译.北京:北京大学出版社,2015:40-41.
[8]王传毅,陈晨.“一带一路”沿线国家学生来华读研的影响因素--基于宏观数据的分析[J].高校教育管理,2018,12(3):34-42.
(1)数据来自全国学位与研究生教育质量信息平台,数据检索日期为2018年10月31日。
(2)数据来自《中国教育统计年鉴》,受统计口径所限,此处含心理学。
(3)数据来自《中国学位与研究生教育发展年度报告》,在校生数统计口径为学科门类,学位授予数统计口径为一级学科。
(4)数据来自《来华留学生简明统计》,统计口径为学科门类。
(5)数据来自全国学位与研究生教育质量信息平台,数据检索日期为2018年10月31日。