社会科学领域交叉学科人才培养模式比较研究——公共事业管理专业的案例分析

The comparative study of training modes of interdisciplinary talents in social sciences:taking the public administration major as an example

本研究以国内外7所高校公共事业管理专业为案例,对社会科学领域交叉学科人才培养模式进行分析发现,在培养目标方面,交叉学科人才培养注重跨学科性,兼顾学术性和应用性,在尊重学科知识逻辑的基础上形成各自办学特色;在课程设置方面,通识类、公共类、专业类、发展类课程紧密结合,国内相对注重专业教育,国外相对关注通识教育,课程设计表现出课程模式多样化、课程内容差异化、课程设置特色化特征;在培养过程方面,国内外高校注重构建体系化、常态化的学业学风机制,国外高校课程与教学管理制度相对更加规范化、精细化和专业化;在实践性教学环节,交叉学科人才培养已形成特色化的实践教学设计。未来,我国高校应平衡三种高等教育哲学观,重构交叉学科人才培养定位;关注通识素养与通识教育,构建嵌套型课程体系结构;健全教学质量管理制度,呼唤从“教”到“学”的范式转换;拓宽实践平台与活动模式,构建有机融通的要素链。

This study takes the public administration major of 7 domestic and foreign universities as the case,and analyzes interdisciplinary talent training modes in social sciences.It finds that in terms of training objectives,interdisciplinary talent training pays attention to interdisciplinarity,gives consideration to academic and application aspects,and forms characteristics on the basis of respecting the discipline knowledge logic.In terms of curriculum setting,general courses,public courses,professional courses and developmental courses are closely integrated;more attention is paid to professional education in China,while more attention is paid to general education abroad;curriculum design shows characteristics of a diversified curriculum model,differentiated curriculum content and characteristic curriculum setting.In terms of cultivation processes,both domestic and foreign universities pay attention to building a systematic and normalized academic style mechanism,whereas the curriculum and teaching management system of foreign universities is relatively more standardized,refined and professional.In practical teaching,cross-disciplinary talent training has formed a characteristic practical teaching design.In the future,Chinese universities should balance three philosophical views of higher education,and reconstruct the orientation of interdisciplinary talent training;pay attention to general literacy and general education,and construct a nested curriculum system structure;perfect the teaching quality management system,and call for the paradigm shift from"teaching"to"learning";broaden the practice platform and activity mode,and build the organic element chain.