[1]崔瑞霞 谢喆平石中英.高等教育内涵式发展：概念来源、历史变迁与主要内涵[J].清华大学教育研究,2019,(06):1-9.
CUI Rui-xia XIE Zhe-ping SHI Zhong-ying.Policy?Interpretation?of?the?Connotative Development?of?Higher?Education[J].TSINGHUA JOURNAL OF EDUCATION,2019,(06):1-9.
点击复制
高等教育内涵式发展：概念来源、历史变迁与主要内涵
CUI Rui-xia XIE Zhe-ping SHI Zhong-ying.Policy?Interpretation?of?the?Connotative Development?of?Higher?Education[J].TSINGHUA JOURNAL OF EDUCATION,2019,(06):1-9.
清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]
- 卷:
- 期数:
- 2019年06期
- 页码:
- 1-9
- 栏目:
- 内涵式发展专题
- 出版日期:
- 2019-12-20
文章信息/Info
- Title:
- Policy?Interpretation?of?the?Connotative Development?of?Higher?Education
- 分类号:
- G649.2
- 文献标志码:
- A
- 摘要:
- “内涵式发展”在政策中最早应用于经济领域，随后扩散至社会各发展领域，指的是一种以数量增长、规模扩大的外延式发展为基础和前提，从事物的本质属性出发的内在性发展模式。“内涵式发展”在我国高等教育政策文件中，经历了三个发展时期，即初步提出和探索发展期、失语期、逐步确立为我国高等教育发展核心理念的成熟期。当前，高等教育政策文件中的“内涵式发展”主要意义为以不同高校稳定规模、准确定位为前提，以特色发展为基础，以更科学理性实现高等教育基本职能为依托，以体制机制改革与创新为重点，以凸显社会文化特色为时代内容，提供了中国高等教育发展的核心理念，也指明了中国高等教育发展的基本方向。
- Abstract:
- “Connotative development” was first applied in the field of economics, and then widely used in various fields of social development. It refers to an internal development mode on the basis of the external development of quantity growth and scale expansion and based on the essential attributes of things.“Connotative development” entered the policy discourse of higher education, and experienced three development periods: the initial stage of proposing and exploring development, the stage of aphasia and the stage of gradually being established as the core concept of higher education development in China. At present, the main contents of “connotative development” in higher education policy documents is that: “connotative development” of higher education institutions should take maintaining stable scale and accurate positioning as the premise, the development of institutional features as the basis, the scientific and rational realization of the basic functions of higher education as the primary tasks, the institutional reform and innovation as the focus, and the manifestation of China’s social and cultural characteristics as the content of the era. This concept elaborates the core values of China's higher education development, and also points out the direction of the development of Chinese higher education.
相似文献/References:
[1]胡娟.高等教育行业自律:美国经验与中国探索[J].清华大学教育研究,2014,(2):60.
[2]李海龙.反思与治理我国高等教育的治理逻辑[J].清华大学教育研究,2016,(05):78.
[3]周虹 陈时见.高等教育中外合作办学的现实困境与发展策略——基于利益相关者的视角[J].清华大学教育研究,2017,(01):31.
[4]乔刚周文辉.高等教育质量监测数据平台建设——理念、框架与路径[J].清华大学教育研究,2017,(01):57.
[5]西蒙·马金森文雯 胡雪龙.加州高等教育总体规划和加州高等教育系统的成败及对中国的意义[J].清华大学教育研究,2017,(02):1.
[6]姜添辉.制度化酬赏机制与新学术主义[J].清华大学教育研究,2017,(02):57.
[7]别敦荣 易梦春.普及化趋势与我国高等教育发展的战略选择
——兼论两岸高等教育交流与合作[J].清华大学教育研究,2017,(03):15.
BIE Dun-rong YI Meng-chun.The Universal Trend and Development Strategies of Higher Education in China: with an Analysis of Cross-straits Exchanges and Cooperation on Higher Education[J].TSINGHUA JOURNAL OF EDUCATION,2017,(06):15.
[8]於荣张斌贤.繁荣与调整：战后美国高等教育发展的历史轨迹[J].清华大学教育研究,2017,(04):19.
Yu RongZHANG Bin-xian.Prosperity and Adjustment: Exploring the History of the Development of Higher Education in the United States after the World War II[J].TSINGHUA JOURNAL OF EDUCATION,2017,(06):19.
[9]王志强.传承与超越：“威斯康星理念”的百年流变[J].清华大学教育研究,2017,(04):57.
WANG Zhi-qiang.Inheritance and Transcendence: the Evolution History of the Wisconsin Concept[J].TSINGHUA JOURNAL OF EDUCATION,2017,(06):57.
[10]柳 亮.帕森斯论美国高等教育[J].清华大学教育研究,2018,(01):46.[doi:10.14138/j.1001-4519.2018.01.004608]
LIU Liang.Talcott Parsons’ Discussion on American Higher Education[J].TSINGHUA JOURNAL OF EDUCATION,2018,(06):46.[doi:10.14138/j.1001-4519.2018.01.004608]