教育科学 ›› 2023, Vol. 39 ›› Issue (2): 48-55.

• 高等教育研究 • 上一篇    下一篇

中国式现代化进程中教育、科技、人才三者关系的科学识辨与正确处理*

段从宇1, 胡礼群1, 张逸闲2   

  1. 1.深圳大学 教育学部,广东 深圳 518060
    2.云南师范大学 华文学院,云南 昆明 650092
  • 出版日期:2023-03-15 发布日期:2023-04-28
  • 作者简介:段从宇(1987- ),男,云南楚雄人,深圳大学教育学部教授,主要从事教育资源配置研究;|胡礼群(2000- ),女,湖南常德人,深圳大学教育学部研究助理,主要从事高等教育管理研究;|张逸闲(1986- ),女,云南昆明人,云南师范大学华文学院讲师,主要从事教育管理研究。
  • 基金资助:
    全国教育科学规划青年课题“场域视角下中国一流大学交叉学科建设研究”(CIA210275)

Scientific Identification and Correct Handling of the Relationship Among Education, Science and Technology, and Talents in the Process of Chinese-Style Modernization

Duan Congyu1, Hu Liqun1, Zhang Yixian2   

  1. 1. Faculty of Education, Shenzhen University, Shenzhen Guangdong 518060, China
    2. Chinese Language College, Yunnan Normal University, Kunming Yunnan 650092, China
  • Online:2023-03-15 Published:2023-04-28

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摘要：

教育、科技、人才三者关系的历史嬗变,先后经历了非同步出现的弱关联阶段、同步存在的明显交互阶段、多元联动的整合发展阶段,并在中国式现代化进程中进入深度融合的一体推进阶段。在中国式现代化对三者关系的重构调整中,教育、科技、人才三者形成了一体联动的协同运行关系,其中,教育是协同运行的基础,人才是协同运行的纽带,科技是协同运行的动力;三位一体的“三角协调”运行、良性互动的“循环互促”逻辑、衔接互补的“融合联动”发展,是三者一体协同推进的根本逻辑。三者关系的正确处理需从不同维度分别以三者各自为核心集中采取措施:聚焦教育的基础性作用,坚持教育优先发展;聚焦人才的主体性支撑,实施人才引领驱动;聚焦科技的动力性作用,强化科技自立自强。

关键词: 教育, 科技, 人才, 三位一体的三角协调, 关系

Abstract:

The historical evolution of the relationship among education, science and technology, and talents has successively experienced the weak correlation stage of asynchronous appearance, the obvious interactive stage of synchronous existence, the integrated development stage of multiple linkages, and entered the integrated promotion stage of deep integration in the process of Chinese-style modernization. In the reconstruction and adjustment of the relationship between the three in Chinese-style modernization, education, science and technology, and talents have formed a coordinated operation relationship that is integrated and linked. Among them, education is the basis for coordinated operation, talents are the link for coordinated operation, and technology is the link for coordinated operation. The “triangular coordination” operation of the trinity, the “circular mutual promotion” logic of benign interaction, and the “integration and linkage” development of cohesion and complementarity are the fundamental logic for the coordinated advancement of the trinity. The correct handling of the relationship between the three needs to take measures from different dimensions with the three as the core: focus on the fundamental role of education, insist on giving priority to the development of education; focus on the subject support of talents, and implement the leading drive of talents; focus on the power of science and technology role, strengthen the self-reliance and self-improvement of science and technology.

Key words: education, science and technology, talents, triangular coordination of trinity, relationship

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