交叉学科建设的学理分析与实践转向  

The Theoretical Analysis of and Practical Turn in Interdiscipline Construction

作　　者：郁悦 YU Yue

机构地区：[1]华东师范大学国际汉语文化学院,上海200062

出　　处：《高教发展与评估》2024年第4期66-75,I0005,共11页Higher Education Development and Evaluation

摘　　要：“交叉学科”门类的设置,标志着交叉学科在整个学科体系中合法权的确立。从交叉学科设置的政策动因看,不但是学科内生发展逻辑、科技进步与知识生产模式转型带来的社会需求逻辑及个体发展逻辑,同时也是教育政策与教育实践制度逻辑共同作用推动的结果。在政策文本向实践转化中,面临着学科的边界意识与知识融合意识、学科组织的稳定性与交叉学科的灵活性、自上而下的行政推动与由内而外的内生需求、显性政策的断层与隐性制度的不足等四重困境。促进交叉学科健康可持续发展,亟需推动从学科中心主义向问题中心模式转向、从单一学科组织向学科生态雨林转向、从行政本位向学术本位转向、从政策牵引向制度供给转向。The setting of Interdisciplinary Category indicates the establishment of the legitimacy of inter⁃disciplines in the whole discipline system.From the perspective of the policy motivations on interdisciplinary setting,it boils down to the logic of internal development of discipline,social needs aroused by scientific and technological progress,as well as transformation of knowledge production mode,individual development,and the result of the joint action by educational policy and practice.However,in the process of transforming policy into practice,the interdisciplinary construction has been facing“four dilemmas”:boundary consciousness of dis⁃cipline versus fusion consciousness of knowledge,stability of discipline organization versus flexibility of inter⁃discipline,administrative drive versus internal development need,and the fault line between explicit policy and implicit institutional supply.To promote the sustainable development of interdisciplines,it is urgent to acceler⁃ate“four turns”,from discipline-centered to problem-centered mode,from traditional one-fold discipline orga⁃nization to disciplinary“ecological rainforest”,from administrative orientation to academic orientation,and from policy driven to institutional supply.

关 键 词：交叉学科 学科设置 学科制度 

分 类 号：G642[文化科学—高等教育学]