高校学科建设动态监测体系研究:框架、指标与实践  

Research on Dynamic Monitoring System of Discipline Construction in Universities:Frame,Index and Practice

作　　者：任金胜 周益民[2] 杨苏松 REN Jin-sheng;ZHOU Yi-min;YANG Su-song(University of Electronic Science and Technology of China,Chengdu 611731 China)

机构地区：[1]电子科技大学发展规划与学科建设处,成都611731 [2]电子科技大学计算机科学与工程学院,成都611731

出　　处：《电子科技大学学报（社科版）》2020年第6期99-106,共8页Journal of University of Electronic Science and Technology of China(Social Sciences Edition)

基　　金：四川省学位与研究生教育学会研究课题(2019YB0102).

摘　　要：【目的/意义】学科建设动态监测是建设“世界一流”学科和构建高校内部质量保障体系的重要手段,对国家高等教育发展、高校内涵式建设和学科实力提升意义重大。【设计/方法】基于多视角多要素和多方法的思路,提出了构建学科建设动态监测体系的一种框架,并立足兼顾特色与内涵、兼顾过程与产出、兼顾国内与国际影响力、兼顾人才培养与服务国家战略四个维度,设计给出包括一套学科建设动态监测的指标体系和监测平台建设方案。【结论/发现】所构建的学科建设动态监测体系不仅对学科分类更准确、监测元素更丰富,而且来自某高校的实践效果也显示,该监测体系能够更好地反映不同学科的差异化发展态势和有效推动高校的学科建设工作。[Purpose/Significance]Dynamic monitoring of discipline construction,an important means to build world-leading disciplines and internal quality assurance system of universities,is of great significance to the development of national higher education,the connotative construction of universities and the enhancement of discipline strength.[Design/Methodology]Based on multi-perspectives,elements,and methods,this paper puts forward a framework of dynamic monitoring of discipline construction,and designs a proposal comprising index system and monitoring platform for the dynamic monitoring of discipline construction from four dimensions of characteristic and connotative development,process construction and performance output,domestic and international influence,talent cultivation and national strategy.[Findings/Conclusions]The dynamic monitoring system of discipline construction constructed in this paper has more accurate discipline classification and more abundant monitoring elements.Furthermore,the practice from some university shows that the monitoring system can better reflect the differential development trend of disciplines and effectively boost universities’discipline construction.

关 键 词：学科建设 动态监测 指标体系 监测平台 

分 类 号：G64[文化科学—高等教育学]