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| 研究生教育分类发展赋能新质生产力:历史演进、理论逻辑与实践路径 |
| Historical Evolution, Theoretical Logic, and Practical Approach of the Classified Development of Postgraduate Education that Empowers New Quality Productive Forces |
| 投稿时间：2025-09-24 |
| DOI：10.19834/j.cnki.yjsjy2011.2026.01.03 |
| 中文关键词: 研究生教育;分类发展;新质生产力 |
| 英文关键词: postgraduate education;classified development;new quality productive forces |
| 基金项目:江苏省社会科学基金重点项目"江苏研究生拔尖创新人才培养机制研究"(25ZHA006);江苏省学位与研究生教育教学改革重大课题"新质生产力发展视角下的研究生教育分类发展新路径研究"(JGKT24_A002);东南大学研究生教育教学改革重点课题"适应新质生产力发展要求的高校研究生学科专业设置调整机制研究"(YJG2504) |
| 作者 | 单位 | | 耿有权 | 东南大学 高等教育研究所, 南京 211189 | | 叶贝 | 东南大学 高等教育研究所, 南京 211189 |
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| 中文摘要: |
| 作为教育、科技、人才一体发展的最佳结合点,研究生教育及其分类发展,与以创新为本质特征的新质生产力之间存在密切关系,可从历史、理论与实践三个维度进行解析。本研究从历史维度,基于"四中心"转移路径等,梳理研究生教育分类赋能新质生产力发展的三重阶段;从理论维度,论述两者内在的互促耦合关系,即目标、价值,要素和结构协同,揭示新质人才、新质知识、新质科技与新质产业四要素的延续与加乘作用;基于此,从实践维度探讨研究生教育分类发展助力新质生产力高质量发展的路径:创新分类培养模式,匹配新质人才需求;重构知识生产模式,深度夯实创新根基;聚焦核心科技攻关,打通技术转化链条;政用产学研一体化,打造创新研发生态。 |
| 英文摘要: |
| As the best joint point for the integrated development of education, science and technology, and talent, postgraduate education and its classified development have a close relationship with new quality productive forces characterized by innovation. The relationship between the two can be analyzed from three dimensions: history, theory, and practice. On the historical dimension, this paper sorts out three stages that have gradually progressed during the development of new quality productive forces empowered by classified postgraduate education based on the "four-center" transfer path concept. On the theoretical dimension, it expounds the intrinsic interactive coupling relationship between each other, namely, the synergy of goals, values, elements and structure, and reveals the continuation and additive effect of the four elements: new quality talent, new quality knowledge, new quality technology, and new quality industries. On the practical dimension and based on the above-mentioned analysis, this paper proposes some applicable approaches for classified development of postgraduate education to support the high-quality development of new quality productive forces. The approaches include: innovating the classified training mode to meet the demand for new quality professionals; reconstructing the knowledge production mode so as to consolidate the foundation of innovation; focusing on core technology research and development so as to better link the technical transformation chain; and integrating the functions of government, end-users, industry, academia and research institutions for creating an innovation-featured research ecosystem. |
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