【摘要】：高等教育學(xué)自1983年獲得二級學(xué)科建制以來,就以建立獨(dú)立的學(xué)科為目標(biāo)。為此,學(xué)者們圍繞高等教育學(xué)的研究對象、研究方法、理論體系的建構(gòu)等問題展開艱辛的探索。雖然取得很大的成功,解決了制約高等教育學(xué)成為獨(dú)立學(xué)科的一系列理論問題和現(xiàn)實(shí)問題,但是不能回避的現(xiàn)實(shí)是,高等教育學(xué)依然處在“有名無實(shí)”的尷尬境地。這種局面的出現(xiàn),既有學(xué)科自身理論體系的不成熟、不完善的原因,也有更為復(fù)雜的因素,本文試圖從學(xué)科文化視角進(jìn)行一些嘗試性探討。首先,何謂高等教育學(xué)學(xué)科文化?高等教育學(xué)學(xué)科文化是以學(xué)科共同體為主體,以學(xué)科知識為材料,以學(xué)科范式為途徑,在學(xué)科建設(shè)過程中所形成的語言符號、價(jià)值標(biāo)準(zhǔn)、思維方式和行為規(guī)范。高等教育學(xué)學(xué)科文化的特征是學(xué)科內(nèi)涵的外部表現(xiàn),具體表現(xiàn)在,由學(xué)科共同體表現(xiàn)出開放性和專業(yè)性特征;由學(xué)科知識表現(xiàn)出獨(dú)特性和專有性特征;由學(xué)科范式表現(xiàn)出多學(xué)科性和發(fā)展性特征。其次,高等教育學(xué)學(xué)科文化在學(xué)科建設(shè)中起到的功能與作用是什么?育人功能是高等教育學(xué)學(xué)科文化的基礎(chǔ)功能;知識生產(chǎn)功能是高等教育學(xué)學(xué)科文化的核心功能;凝聚功能是高等教育學(xué)學(xué)科文化的重要功能。高等教育學(xué)學(xué)科文化的功能代表了學(xué)科文化對于學(xué)科建設(shè)的內(nèi)在效力,而學(xué)科文化的作用則是這種內(nèi)在效力的外化,其作用一是有利于彰顯高等教育學(xué)學(xué)科的獨(dú)特性;二是有助于高等教育學(xué)學(xué)科共同體的成長;三是有利于高等教育學(xué)學(xué)科知識體系的完善。最后,如何建設(shè)高等教育學(xué)學(xué)科文化。高等教育學(xué)學(xué)科文化建設(shè)內(nèi)容:一是轉(zhuǎn)變學(xué)科知識生產(chǎn)模式,促進(jìn)跨學(xué)科研究;二是培育學(xué)科共同體的行動理性,促進(jìn)學(xué)科共同體的成長;三是轉(zhuǎn)換學(xué)科范式,促進(jìn)學(xué)科建設(shè)的規(guī)范化。高等教育學(xué)學(xué)科文化的建設(shè)策略,分為外部策略和內(nèi)部策略。外部策略是指完善學(xué)科制度文化和學(xué)科組織文化建設(shè)。內(nèi)部建設(shè)策略是指建構(gòu)高等教育學(xué)學(xué)科話語體系,形塑高等教育學(xué)學(xué)科價(jià)值,堅(jiān)定高等教育學(xué)獨(dú)立學(xué)科的信念。
[Abstract]:Since the establishment of secondary discipline in 1983, the goal of higher education has been to establish an independent discipline. Therefore, scholars try hard to explore the research object, research methods and theoretical system of higher education. Although it has achieved great success, it has solved a series of theoretical and practical problems that restrict higher education to become an independent subject, but the reality that it cannot be avoided is that higher education is still in an awkward position of "nominality". The appearance of this kind of situation is not only the immature theory system of discipline itself, the reason of imperfection, but also the more complicated factors. This paper tries to make some tentative discussion from the angle of subject culture. First of all, what is the subject culture of higher education? The subject culture of higher education is a language symbol, value standard, thinking mode and behavior standard formed in the course of discipline construction by taking discipline community as the main body, subject knowledge as the material and discipline paradigm as the way. The characteristics of the subject culture of higher education are the external manifestation of the connotation of the subject, which are embodied in the openness and professionalism of the subject community, the uniqueness and the exclusiveness of the subject knowledge. The discipline paradigm shows the characteristics of multi-discipline and development. Secondly, what is the function and function of higher education discipline culture in discipline construction? The function of educating people is the basic function of the subject culture of higher education, the function of knowledge production is the core function of the subject culture of higher education, and the function of cohesion is the important function of the subject culture of higher education. The function of subject culture in higher education represents the intrinsic effect of subject culture on discipline construction, and the function of subject culture is the externalization of this internal effect. The second is conducive to the growth of the academic community of higher education, and the third is conducive to the improvement of the knowledge system of higher education. Finally, how to build the subject culture of higher education. The content of cultural construction of higher education discipline is as follows: first, to change the mode of knowledge production and promote interdisciplinary research; second, to cultivate the action rationality of the disciplinary community and promote the growth of the disciplinary community; third, to change the discipline paradigm, To promote the standardization of discipline construction. The construction strategy of higher education subject culture is divided into external strategy and internal strategy. External strategy is to perfect the subject system culture and discipline organization culture construction. Internal construction strategy refers to the construction of higher education discipline discourse system, shape the value of higher education discipline, and strengthen the belief of higher education independent discipline.
【學(xué)位授予單位】：蘭州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G642.3

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