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

卷:

期数:

2026年03期

页码:

42-50

栏目:

人才培养

出版日期:

2026-06-20

文章信息/Info

Title:

Independent Talent Cultivation: Per-Student Courses as an Approach

作者:

权杰¹ 邓友超²

1.北京理工大学 教育学院；2.西北师范大学 教育科学学院

Author(s):

QUAN Jie¹ DENG You-chao²

1. School of Education, Beijing Institute of Technology;2. College of Educational Sciences, Northwest Normal University

关键词:

生均课程门数; “双一流”高校; 人才自主培养; 高校分类发展; 个性化发展

Keywords:

number of courses per student;  “Double First-Class” universities;  independent talent cultivation; differentiated development of universities;  personalized development

分类号:

G642.3

DOI:

10.14138/j.1001-4519.2026.03.004209

文献标志码:

A

摘要:

课程是人才自主培养的关键变量。以生均课程门数为方法，分析我国高水平大学本科课程供给水平及其对人才自主培养的影响。研究发现，“双一流”高校本科生均课程门数均值为0.161，与世界一流大学仍有差距；理工农医类相对较低，师范类居中，人文社科与艺术体育类较高；学生规模增长持续稀释课程资源。基于样本分布，0.15与0.2可作为生均课程门数的参考基准。本科生均课程门数偏低，通过总量不足、类型单一、开放有限与更新滞后四重张力，压缩学生选择集合，限制跨域组合，削弱有效选择，降低前沿接触。提升生均课程门数，须从课程增量建设、结构优化、开放机制与教学激励改革入手，推动人才培养从标准化配置转向个性化支持。

Abstract:

Curriculum is a key variable in independent talent cultivation. Taking the number of undergraduate courses per student as an analytical approach, this study examines the level of undergraduate course provision in China’s high-level universities and its influence on independent talent cultivation. The findings show that the average number of undergraduate courses per student in “Double First-Class” universities is 0.161, which still lags behind that of world-class universities. Specifically, science, engineering, agricultural and medical universities show relatively lower levels; normal universities fall in the middle range; and humanities, social sciences, arts, and sports universities exhibit higher levels. The continuous expansion of student enrollment has further diluted curriculum resources. Based on the sample distribution, 0.15 and 0.2 may serve as reference benchmarks for the number of courses per student. A relatively low level of undergraduate courses per student compresses students’ choice sets, restricts cross-disciplinary combinations, weakens effective choice, and reduces exposure to frontier knowledge through fourfold tensions: insufficient course volume, homogeneous course types, limited openness, and lagged updates. To increase the number of courses per student, universities need to advance incremental course development, structural optimization, openness mechanisms, and teaching incentive reform, thereby promoting a shift in talent cultivation from standardized allocation to personalized support.

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更新日期/Last Update: 2026-06-20