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| 面向新质生产力发展的高校学科专业动态调整机制及关键路径 |
| On the Dynamic University Discipline Adjustment Mechanism and the Key Pathway to the Development of New Quality Productivity |
| 投稿时间：2025-06-10 |
| DOI：10.19834/j.cnki.yjsjy2011.2025.05.11 |
| 中文关键词: 新质生产力;学科专业设置机制;动态调整 |
| 英文关键词: new quality productivity;discipline setting mechanism;dynamic adjustment |
| 基金项目:辽宁省教育科学"十四五"规划课题"基于大数据技术探索构建高校分区分类分级的评价机制"(JG22DB150);大连市社科联重点课题"共生理论视角下大连高等教育与城市协同发展的路径比较研究"(2024dlskzd084);校级来华留学研究课题"来华留学生对一流大学国际化及校际战略合作的影响研究"(DUTLHLX202307) |
| 作者 | 单位 | | 聂飞 | 大连理工大学 学科建设办公室, 大连 116024 | | 姜华 | 大连理工大学 高等教育研究院, 大连 116024 | | 林恺 | 大连理工大学 计算机科学与技术学院, 大连 116024 | | 林杰 | 大连理工大学 高等教育研究院, 大连 116024 |
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| 中文摘要: |
| 学科专业承载着高校人才培养的核心任务,与新质生产力发展具有紧密联系。随着科技的进步和社会经济的不断发展,传统的学科专业调整机制已难以满足新时代的需求。新质生产力具有创新、智能化和可持续发展等特征,高校的学科专业设置应打破学科专业目录的行政性束缚,面向战略前沿和市场需求,培养符合新质生产力发展的拔尖人才。本文阐述学科专业设置调整的理论基础与政策依据,分析我国研究生教育学科专业设置现状、调整路径和关键因素等。在此基础上,提出改进研究生教育学科专业目录的管理模式,在国家层面构建学位点基础数据和用人单位需求数据联动的一体式平台,打破信息互通障碍;进一步赋予高校在学科专业布局方面的自主权,加强"国省校"三级联动的统筹调控,优化学科的区域布局,促进学科交叉融合,完善教育评价质量保障体系。 |
| 英文摘要: |
| In higher-learning institutions, disciplines carry the core task of talent cultivation and are closely related to the development of new, high-quality productivity. With the rapid development of science and technology and the continuous transformation of the social economy, the traditional mechanism for adjusting disciplines has become difficult to meet the demands of the new era. New quality productivity features innovation, intelligence and sustainable development. When setting disciplines, universities should deeply consider the needs of strategic frontiers and market demands, break the administrative constraints of the discipline category for cultivating top-notch professionals who can contribute to the development of the new quality productivity. This paper expounds the theoretical and policy basis for adjusting discipline settings, and analyzes the current situation, adjustment paths and key factors relating to discipline settings in postgraduate education in China. In following, it proposes that we should start by improving the management of the discipline category for postgraduate education, and then build a national integrated platform that links basic degree program data and the demand data of employers to break down the barriers of information exchange, and furthermore, grant universities autonomy in designing disciplines, strengthen overall coordination and regulation at national, provincial and university levels, optimize the regional layout of disciplines, promote integration of disciplines, and improve the quality assurance system for educational evaluation. |
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