教育科学 ›› 2019, Vol. 35 ›› Issue (5): 61-66.

• 高等研究教育 • 上一篇    下一篇

论一流学科建设与一流本科教育的耦合整生 *——基于学科、课程、专业一体化的视角

林杰, 洪晓楠   

  1. 大连理工大学 马克思主义学院,辽宁 大连 116024
  • 收稿日期:2019-06-18 出版日期:2019-09-15 发布日期:2020-08-18
  • 作者简介:林杰(1987- ),男,安徽临泉人,大连理工大学马克思主义学院博士后研究人员,助理研究员,博士,主要从事高等教育基本理论、高等教育治理研究|洪晓楠(1963- ),男,安徽桐城人,大连理工大学马克思主义学院院长,教授,博士生导师,博士,主要从事马克思文化哲学研究
  • 基金资助:
    *国家社会科学基金教育学青年课题“中国高等教育国际话语权的理论构建与提升策略研究”(CIA190279)

On the Coupling of First-Class Discipline Construction and First-Class Undergraduate Education——Based on the Integration of Disciplines, Curriculum and Major

Lin Jie, Hong Xiaonan   

  1. School of Marxism, Dalian University of Technology, Dalian Liaoning 116024, China
  • Received:2019-06-18 Online:2019-09-15 Published:2020-08-18

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摘要：

一流学科建设是一流本科教育的根本支撑,一流本科教育是一流学科建设的基础目的,一流学科建设与一流本科教育是互依共生、互促共进的生态共同体。一流学科建设与一流本科教育之间的应然关系,在实然层面并不一定能够得到理解、尊重与实践。实际上,在推进与开展一流学科建设与一流本科教育过程中,二者疏离的现象依然存在。推动一流学科建设与一流本科教育耦合整生,是实现一流学科建设与一流本科教育理想目标的基础。为此,需要从系统整体的角度出发,深刻把握学科、课程、专业之间的内在关系,构建高水平人才培养体系,建立以立德树人成效为核心的考核评价制度体系。

关键词: 学科建设, 本科教育, 学科, 课程, 专业

Abstract:

First-Class discipline construction is the fundamental support of First-Class undergraduate education. First-Class undergraduate education is the basic purpose of First-Class discipline construction. First-Class discipline construction and First-Class undergraduate education are ecological communities that are interdependent and mutually beneficial. The intrinsic, coupled and complex relationship between First-Class discipline construction and First-Class undergraduate education is not necessarily able to be recognized, understood, respected and practiced at the actual level. In fact, in the process of promoting and carrying out First-Class discipline construction and First-Class undergraduate education, the phenomenon of alienation between the two is still widespread. Promoting the coupling of First-Class discipline construction and First-Class undergraduate education is the foundation for achieving the goal of First-Class discipline construction and First-Class undergraduate education. To this end, it is necessary to profoundly grasp the internal relationship among discipline, curriculum, and major from the perspective of the system as a whole, build a high-level talent training system, and establish an evaluation and evaluation system centered on the effectiveness of the people.

Key words: discipline construction, undergraduate education, discipline, curriculum, major

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