拔尖创新人才培养的困境与突围:文化社会学视角  

Dilemmas and Breakthrough in the Cultivation of Top Innovative Talents:A Cultural Sociological Perspective

作　　者：严孟帅 唐开福 Yan Mengshuai;Tang Kaifu

机构地区：[1]四川师范大学教育科学学院,成都610066 [2]四川省教育评估院,成都610225

出　　处：《江苏高教》2025年第4期25-32,共8页Jiangsu Higher Education

基　　金：江苏省社科基金青年项目“江苏中小学拔尖创新人才早期培养的支持体系研究”(24JYC010)。

摘　　要：从“李约瑟难题”到“钱学森之问”,其实质是同一个核心问题,即如何培养能实现从0到1范式突破的创新人才。中国传统教育文化中“学以致荣”“学而优则仕”等教育功利性的惯习观念,影响着教育的“求真”维度,导致原创性知识生产缺乏文化根脉的滋养。拔尖创新人才培养绝非“朝夕之事”,它需要持久的文化沉淀,从教育制度文化、学校文化、课堂文化、家庭教育文化等整体社会文化层面培育有助于拔尖创新人才涌现的文化土壤,打破实用主义倾向和功利主义取向的传统教育文化藩篱,为拔尖创新人才培养构筑适宜的“场域文化”。Whether it is"Joseph Needham's Grand Question"or"Qian Xuesen's Question",their essence is the same core problem,which is how to train innovative talents who can realize the paradigm breakthrough from 0 to 1.In our country's traditional educational culture,the utilitarian views and habits,such as"learning brings glory"and"learning leads to excellence"influence the dimension of"seeking truth"in education,resulting in the lack of cultural roots for original knowledge production.The cultivation of top-notch innovative talents is not an"overnight success",it needs long-term cultural accumulation to cultivate the cultural soil conducive to the emergence of top-notch innovative talents from the education system culture,school culture,classroom culture,family education culture and other overall social and cultural aspects,break the traditional educational culture of pragmatism and utilitarianism,and build a suitable"field culture"for the cultivation of top innovative talents.

关 键 词：拔尖创新人才 困境与突围 文化社会学 场域文化 

分 类 号：G647[文化科学—高等教育学]