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| 一流学科群视域下研究生跨学科培养模式研究 |
| On Interdisciplinary Training Mode for Postgraduates from the Perspective of First-class Discipline Group |
| 投稿时间：2021-12-06 |
| DOI：10.19834/j.cnki.yjsjy2011.2022.03.07 |
| 中文关键词: 一流学科群;研究生;跨学科;培养模式 |
| 英文关键词: first-class discipline group;postgraduates;interdiscipline;training mode |
| 基金项目:江苏高校哲学社会科学研究重大项目"江苏‘双一流’高校高质量发展水平测度及实现机制研究"(2021SJZDA050);中国矿业大学社科基金重大培育项目"新阶段行业特色高校高质量发展机制研究"(JG210003);中国矿业大学研究生教育教学改革研究与实践重大项目"高质量发展观下我校研究生培养过程增值性评价研究"(2021YJSJG055);中国矿业大学教学研究重点项目"面向复合型人才培养的公共管理学院综合教学改革研究"(2021ZD03) |
| 作者 | 单位 | | 李爱彬 | 中国矿业大学 公共管理学院, 江苏 徐州 221116 | | 邵楠 | 中国矿业大学 公共管理学院, 江苏 徐州 221116 | | 杨晨美子 | 中国矿业大学 公共管理学院, 江苏 徐州 221116 | | 鲁瑞丽 | 中国矿业大学 公共管理学院, 江苏 徐州 221116 |
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| 中文摘要: |
| 基于一流学科群实行研究生跨学科培养是推动"双一流"建设的强大动力,是顺应知识生产模式转型的必然选择,是培养复合型、创新型人才的迫切行动,也是落实新时代研究生教育改革的重要载体。当前,一流学科群研究生跨学科培养主要面临培养目标定位不明确、过程要素支撑不完善、以单一学科为基础设置院系、跨学科培养所需的资源支持难以保障、人才评价机制缺失等困境。因此,一流学科群视域下实现研究生跨学科培养,需要基于整体化思维视角,重构一流学科群建设研究生培养目标,建立跨学科的组织载体、优化资源配置、健全跨学科培养制度,完善人才培养过程体系,加强人才培养质量的可检验性,使一流学科群研究生跨学科培养演化成为有效运行的自组织系统。 |
| 英文摘要: |
| The first-class discipline group-based interdisciplinary training for postgraduates is a powerful driving force to promote the "Double First-Class" initiative, an inevitable choice to comply with the mode transformation of knowledge production, an important action to cultivate students into interdisciplinary and innovative professionals, and an important carrier to implement the reform of postgraduate education in the new era. At present, the training is unfortunately in predicaments such as undefined training objectives, inadequate factor support in the training process, single discipline-based colleges and departments that can hardly carry out interdisciplinary training, unsecured resource support for the training, and the lack of talent evaluation mechanism. Therefore, to better realize the objectives of interdisciplinary training for postgraduates in the framework of the first-class discipline group, we need to redefine the training target from the perspective of whole-picture thinking, establish an interdisciplinary organization platform, optimize resource allocation, improve the interdisciplinary training system and the training process system, and make it easy for us to test the quality of the students after being trained. Only in this way can we evolve the interdisciplinary training for postgraduates in the first-class discipline group into an effective self-organized system. |
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