跨学科专业发展的机制障碍与突破——中美比较视角  

Mechanism barriers and breakthroughs ofinterdisciplinary major development:from the perspective of comparison betweenChina and the United States

作　　者：张晓报[1,2,3] ZHANG Xiaobao(School of Education, Hunan University of Science and Technology, Xiangtan 411201;Research Bases of Educational Science in the 13th Five - Year Plan of Hunan Province, Xiangtan 411201;Institute of International and Comparative Education, Beijing Normal University, Beijing 100875, China)

机构地区：[1]湖南科技大学教育学院,湖南湘潭411201 [2]湖南省“十三五”教育科学研究基地,湖南湘潭411201 [3]北京师范大学国际与比较教育研究院,北京100875

出　　处：《高校教育管理》2020年第2期62-70,共9页Journal of Higher Education Management

基　　金：全国教育科学“十二五”规划2015年度教育部青年课题(EIA150408)。

摘　　要：跨学科专业发展机制对保障跨学科专业顺利设置、顺畅运行、不断成长具有重要意义。从现实看,我国在跨学科专业发展机制上主要存在多元主体需求传导不畅、专业设置制度不合理、以学科为基础分设系科、课程资源按院系分割、教师聘任与考评隶属院系等问题。为突破跨学科专业发展的机制障碍,从而为跨学科专业发展创造良好的环境,国家教育主管部门应建立多元主体需求导向的专业设置与评价机制、优化专业管理体制,大学应设置专门组织与协调机构、建立课程共享机制、探索教师联合聘任制或双聘制。The mechanism of interdisciplinary major development is of great significance to ensure the smooth setting,smooth operation and continuous growth of interdisciplinary majors.From a realistic point of view,there are the following problems in the development mechanism of interdisciplinary majors in China.The transmission of multi-subject needs of interdisciplinary major development is not smooth;the system of major setting is unreasonable;departments are divided and set up on the basis of disciplines;courses are divided by departments;teacher appointment and evaluation belong to the departments.In order to break through the mechanism barriers of interdisciplinary major development and create a good environment for it,the country should establish multi-subject demand-oriented major setting and evaluating mechanism,optimize major management system,and the universities should set up special organizations and coordinating institutions,establish curriculum sharing mechanism,and explore teachers′joint appointment system.

关 键 词：跨学科专业 发展机制 动力机制 生成机制 组织机制 课程共享机制 教师聘任与考评机制 

分 类 号：G640[文化科学—高等教育学]