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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2024年05期

页码:

78-88

栏目:

教育改革与发展

出版日期:

2024-10-20

文章信息/Info

Title:

Research on the Multiple Paths to Train Interdisciplinary Innovative Talents in Universities

作者:

董 艳¹; ² 李心怡¹ 丁国胜¹ 李 艳³ 翟雪松³

1.北京师范大学 教育技术学院;2.北京师范大学 科学教育研究院;3.浙江大学 教育学院

Author(s):

DONG Yan¹; ² LI Xin-yi¹ DING Guo-sheng¹ LI Yan³ ZHAI Xue-song³

1.School of Educational Technology, Beijing Normal University;2.Research Institute of Science Education, Beijing Normal University;3.College of Education, Zhejiang University

关键词:

跨学科创新人才; 人才培养模式; 跨学科教育; C9联盟高校

Keywords:

interdisciplinary innovative talents;  talents training model;  interdisciplinary education

分类号:

G642

文献标志码:

A

摘要:

跨学科创新人才培养是我国应对科技革命和产业革命等国家重大发展战略需求的主要举措,也是高校知识生产模式转型的必然结果。C9联盟作为我国高校综合办学水平领先的单位,对跨学科创新人才的培养具有探索价值。研究以这九所高校为研究对象,尝试从目标定位、组织机制、学科学位、课程教法、开放交流五个方面进行案例分析与路径探测。研究发现,高校跨学科创新人才培养路径呈现出以下特征:各高校以培养博专知识兼备、拥有历史使命感的复合型跨学科人才为目标,积极构建跨学科组织机制,开设跨学科专业与课程,联结产学研及国际资源协同育人。但同时,仍存在跨学科文化建设不足,师生缺乏学科归属与认同感;跨学科人才培养激励机制与评价体系尚不健全等问题。

Abstract:

The cultivation of interdisciplinary innovative talents is a key measure for addressing the national strategic needs arising from the scientific and technological revolution and industrial revolution, and it is also the inevitable outcome of the transformation of knowledge production modes in universities. As a leading institution in the comprehensive academic level among Chinese universities, the C9 League has significant exploratory value in developing interdisciplinary innovative talents. This study examines the nine universities in the C9 League, conducting case analyses and exploring pathways from five perspectives: target positioning, organizational mechanisms, disciplines and degrees, curriculum and pedagogical approaches, and open communication. The study finds that the pathways for training interdisciplinary innovative talents in universities exhibit the following characteristics: they aim to cultivate interdisciplinary talents with both broad and specialized knowledge, as well as a sense of historical mission, actively construct interdisciplinary organizational mechanisms, establish interdisciplinary majors and courses, and link industry-university-research resources for collaborative education. However, challenges remain, including insufficient interdisciplinary cultural construction, a lack of subject belonging and identity among teachers and students, and underdeveloped incentive mechanisms and evaluation systems for interdisciplinary talent training.

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更新日期/Last Update: 2024-10-20