师范院校人才培养模式比较研究——基于“双一流”建设方案的文本分析
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摘要
人才培养是高校"双一流"建设的逻辑旨归与目标导向。"双一流"建设的根本落脚点在于人才培养模式的提质与变革,以人才结构优化促进学科发展和高校革新。本研究依托教育部直属师范院校"双一流"建设方案的人才培养模式文本,围绕人才培养目标、过程、制度和评价四个维度分析发现,6所高校的人才培养模式具有以"一流学科"建设为逻辑起点、以"分层规划"理念贯穿全程等共性特征。此外,6所高校在人才培养模式的规划方式及特色表达上存在较大校际差异。基于文本的综合分析导向,未来师范院校人才培养模式的重心在于构建"一流学科+地域特征"的特色人才培养方案;构筑"专业素养+创新技能"的拔尖人才培养机制;建设"实践平台+社会服务"的应用型人才培养工程。
Talent cultivation is the logical purpose and goal orientation of the "Double First-Class" construction in colleges and universities. The fundamental goal of the "Double First-Class" construction lies in the improvement and reform of the talent training model, and the promotion of discipline development and university innovation with the optimization of talent structure. This research relies on the text of the talent training model of the"Double First-Class"construction program directly under the Ministry of Education, and analyzes the four dimensions of talent training: objectives, processes, systems and evaluations. The talent training models of the six universities have made the"First-Class disciplines"construction as its logical starting point, and the concept of"hierarchical planning"runs through the whole process and other common features. In addition, there are large differences in the planning methods and characteristics of the talent training models in the six universities. Based on the comprehensive analysis of texts, the focus of the talent training model in normal colleges and universities in the future is to construct the characteristic talent training program of "first-class discipline + regional characteristics";construct the top-notch talent cultivation mechanism of "professional quality + innovative skills"; construction of "practice platform + social service" application-oriented talent training project.
Talent cultivation is the logical purpose and goal orientation of the "Double First-Class" construction in colleges and universities. The fundamental goal of the "Double First-Class" construction lies in the improvement and reform of the talent training model, and the promotion of discipline development and university innovation with the optimization of talent structure. This research relies on the text of the talent training model of the"Double First-Class"construction program directly under the Ministry of Education, and analyzes the four dimensions of talent training: objectives, processes, systems and evaluations. The talent training models of the six universities have made the"First-Class disciplines"construction as its logical starting point, and the concept of"hierarchical planning"runs through the whole process and other common features. In addition, there are large differences in the planning methods and characteristics of the talent training models in the six universities. Based on the comprehensive analysis of texts, the focus of the talent training model in normal colleges and universities in the future is to construct the characteristic talent training program of "first-class discipline + regional characteristics";construct the top-notch talent cultivation mechanism of "professional quality + innovative skills"; construction of "practice platform + social service" application-oriented talent training project.
引文
[1]教育部,财政部,国家发展改革委.关于高等学校加快“双一流”建设的指导意见的通知[EB/OL].(2018-08-08)[2018-12-20]. http://www. moe.gov. cn/srcsite/A22/moe_843/201808/t20180823_345987.html.
[2]杨岭,毕宪顺.“双一流”建设的内涵与基本特征[J].大学教育科学,2017,(4):24-30.
[3]姜凡,眭依凡.世界一流大学建设须以一流学科建设为基础[J].教育发展研究,2016,36(19):3.
[4]周光礼,马海泉,等.科教融合创新育人——科学研究如何支撑高质量的本科教育[M].杭州:浙江大学出版社,2014.
[5]倪亚红,王运来.“双一流”战略背景下学科建设与人才培养的实践统一[J].江苏高教,2017,(2):7-10.
[6]周光礼,武建鑫.什么是世界一流学科[J].中国高教研究,2016,(1):65-73.
[7]张绍荣.信息时代大学教学文化生态场域解析[J].贵州师范大学学报(社会科学版),2017,(4):58-66.
[8][12]董泽芳.高校人才培养模式的概念界定与要素解析[J].大学教育科学,2012,(3):30-36.
[9]刘献君,吴洪富.人才培养模式改革的内涵、制约与出路[J].中国高等教育,2009,(12):10-13.
[10]李盛兵.跨国高等教育人才培养模式研究[M].北京:人民教育出版社,2010.
[11]2018年中国师范类大学排行榜TOP100强[EB/OL].(2018-02-16)[2018-12-23]https://baijiahao. baidu. com/s? id=1591620057262928229&wfr=spider&for=pc.
[13]田建国.高校学科建设如何走出新路[N].光明日报,2015-07-28.
[2]杨岭,毕宪顺.“双一流”建设的内涵与基本特征[J].大学教育科学,2017,(4):24-30.
[3]姜凡,眭依凡.世界一流大学建设须以一流学科建设为基础[J].教育发展研究,2016,36(19):3.
[4]周光礼,马海泉,等.科教融合创新育人——科学研究如何支撑高质量的本科教育[M].杭州:浙江大学出版社,2014.
[5]倪亚红,王运来.“双一流”战略背景下学科建设与人才培养的实践统一[J].江苏高教,2017,(2):7-10.
[6]周光礼,武建鑫.什么是世界一流学科[J].中国高教研究,2016,(1):65-73.
[7]张绍荣.信息时代大学教学文化生态场域解析[J].贵州师范大学学报(社会科学版),2017,(4):58-66.
[8][12]董泽芳.高校人才培养模式的概念界定与要素解析[J].大学教育科学,2012,(3):30-36.
[9]刘献君,吴洪富.人才培养模式改革的内涵、制约与出路[J].中国高等教育,2009,(12):10-13.
[10]李盛兵.跨国高等教育人才培养模式研究[M].北京:人民教育出版社,2010.
[11]2018年中国师范类大学排行榜TOP100强[EB/OL].(2018-02-16)[2018-12-23]https://baijiahao. baidu. com/s? id=1591620057262928229&wfr=spider&for=pc.
[13]田建国.高校学科建设如何走出新路[N].光明日报,2015-07-28.