高等教育学科标准的危机与应对  

The Crisis and Response of Discipline Standards in Higher Education

作　　者：饶佩 RAO Pei

机构地区：[1]华南师范大学教育科学学院,广州510631

出　　处：《大学教育科学》2023年第5期54-65,共12页University Education Science

基　　金：教育部人文社会科学重点研究基地重大项目“高等教育分类与转型研究”(22JJD880035)。

摘　　要：我国高等教育学科长期面临着学科合法性危机。为回应质疑,学界更新了学科标准,但在强调现代学科的开放性、应用性等属性的同时忽视了高等教育学科与其他学科之间的区分,造成了学科标准的泛化、矮化及污名化。对于高等教育学科标准的重构,我们必须坚持区分不同学科以及同一学科不同发展阶段的基本属性。首先,要在分类的基础上对同一类型学科之所以为学科的共同点进行深入分析,建立类属的学科标准的操作性定义;其次,要通过学科意识的凝练,建构包括独特的研究对象、研究方法等在内的能够彰显具体学科独特性的学科特质,明确具体学科的学科独立标准;最后,学科标准必须具备兼容性,体现学科不同发展阶段以及学科内部不同层次知识对于学科独立与开放关系的不同规定。The discipline of higher education in China has faced many doubts about the discipline's legitimacy.In responding to the doubts,the academic community has reconstructed the discipline standards,emphasizing the openness and applicability of modern disciplines while neglecting the distinction between higher education discipline and other disciplines,resulting in the generalization and dwarfing of the discipline standard.As for the discipline standard of higher education,we must adhere to distinguishing its essential attribute of different disciplines and development stages of the same discipline.Firstly,based on the classification of different disciplines,we need to thoroughly analyze the similar points of the same type of discipline and establish an operational definition of the generic discipline standard.Secondly,it is necessary to construct disciplinary characteristics that can showcase the uniqueness of specific disciplines,including unique research objects and research methods,and clarify the independent standards of particular disciplines.Finally,the discipline standards must be compatible,and reflect the different provisions of different stages of discipline development and different levels of knowledge within the discipline on the relationship between discipline independence and openness.

关 键 词：高等教育学科 学科危机 学科标准 学科独立 

分 类 号：G640[文化科学—高等教育学]