發(fā)布時(shí)間：2018-05-20 00:16

  本文選題：高水平大學(xué) + 本科專業(yè)��； 參考：《南京師范大學(xué)》2013年碩士論文

【摘要】：改革開(kāi)放以來(lái),我國(guó)共進(jìn)行了四次大規(guī)模的本科專業(yè)目錄的調(diào)整工作,第一次修訂目錄于1987年頒布實(shí)施,修訂后的專業(yè)種數(shù)由1300多種減到671種,第二次修訂目錄于1993年正式頒布實(shí)施,專業(yè)種數(shù)為504種,第三次修訂目錄于1998年頒布實(shí)施,專業(yè)種數(shù)由504種調(diào)減到249種,第四次修訂目錄于2012年頒布實(shí)施,專業(yè)種數(shù)由修訂前的635種調(diào)減到506種,每一次本科專業(yè)目錄的調(diào)整都離不開(kāi)對(duì)本科專業(yè)數(shù)量和本科專業(yè)結(jié)構(gòu)的調(diào)整。2011年我國(guó)教育部對(duì)本科專業(yè)目錄進(jìn)行了新的修訂,并于2012年出臺(tái),新的本科專業(yè)目錄增加了藝術(shù)類,實(shí)現(xiàn)了與研究生專業(yè)學(xué)科門(mén)類分布的一致,各大學(xué)將從2013年按照此本科專業(yè)目錄進(jìn)行招生。 本文以我國(guó)38所高水平大學(xué)的本科專業(yè)設(shè)置為基礎(chǔ),從我國(guó)38所高水平大學(xué)的本科專業(yè)數(shù)量、本科專業(yè)結(jié)構(gòu)以及本科專業(yè)和研究生專業(yè)的比較三個(gè)方面進(jìn)行分析,探究我國(guó)38所高水平大學(xué)本科專業(yè)設(shè)置的現(xiàn)狀以及存在的問(wèn)題。本科專業(yè)數(shù)量主要是分析了我國(guó)38所高水平大學(xué)本科專業(yè)種數(shù)、本科專業(yè)點(diǎn)數(shù)和本科專業(yè)類型,以此探究我國(guó)38所高水平大學(xué)本科專業(yè)設(shè)置是否存在著重復(fù)設(shè)置的嚴(yán)重問(wèn)題；本科專業(yè)結(jié)構(gòu)主要對(duì)我國(guó)38所高水平大學(xué)的本科專業(yè)分布進(jìn)行了分析,以此探究我國(guó)38所高水平大學(xué)本科專業(yè)設(shè)置是否存在著學(xué)科分布失衡的問(wèn)題；本科專業(yè)和研究生專業(yè)的比較主要是從二者的專業(yè)數(shù)量、專業(yè)招生規(guī)模和專業(yè)的學(xué)科分布進(jìn)行分析,以此探究我國(guó)38所高水平大學(xué)本科專業(yè)和研究生專業(yè)之間存在的問(wèn)題,尤其是學(xué)科分布不一致的問(wèn)題。同時(shí)還分析了我國(guó)38所高水平大學(xué)近十年來(lái)新增本科專業(yè)的專業(yè)數(shù)量、專業(yè)種數(shù)、專業(yè)點(diǎn)數(shù)和專業(yè)的學(xué)科分布問(wèn)題。通過(guò)對(duì)我國(guó)38所高水平大學(xué)近十年來(lái)新增本科專業(yè)的設(shè)置狀況,進(jìn)一步探究我國(guó)38所高水平大學(xué)本科專業(yè)設(shè)置中存在的種種問(wèn)題。 本文試圖通過(guò)對(duì)我國(guó)38所高水平大學(xué)本科專業(yè)現(xiàn)狀的分析,探究我國(guó)大學(xué)本科階段專業(yè)設(shè)置數(shù)量是否是合理的,應(yīng)該設(shè)置多少專業(yè)；我國(guó)大學(xué)本科階段應(yīng)該設(shè)置哪些專業(yè),不應(yīng)該設(shè)置哪些專業(yè)；我國(guó)大學(xué)本科專業(yè)和研究生專業(yè)之間是否應(yīng)該具有密切的聯(lián)系,它們之間應(yīng)該具有什么樣的關(guān)系。
[Abstract]:Since the reform and opening up, China has carried out four large-scale adjustments to the undergraduate professional catalogue. The first revised catalogue was promulgated and implemented in 1987. The revised number of specialties has been reduced from more than 1300 to 671. The second revised catalogue was formally promulgated and implemented in 1993, with 504 specialties. The third revised catalogue was promulgated and implemented in 1998. The number of professional species was reduced from 504 to 249. The fourth revised catalogue was promulgated and implemented in 2012. The number of specialties has been reduced from 635 to 506, and every adjustment of the catalogue of undergraduate specialties can not be separated from the adjustment of the number of undergraduate specialties and the structure of undergraduate specialties. In 2011, the Ministry of Education of our country revised the catalogue of undergraduate specialties. In 2012, the new catalogue of undergraduate majors added the art category, which is consistent with the distribution of postgraduate specialties. Universities will recruit students according to the catalogue of undergraduate majors from 2013. Based on the undergraduate specialty setup of 38 high-level universities in China, this paper analyzes the number of undergraduate majors, the structure of undergraduate majors and the comparison between undergraduate majors and graduate majors in 38 high-level universities in China. This paper probes into the present situation and existing problems of undergraduate specialties in 38 high-level universities in China. The number of undergraduate majors is mainly the analysis of the number of undergraduate specialties, the number of undergraduate specialties and the types of undergraduate majors in 38 high level universities in China, so as to explore whether there is a serious problem of repeated setting of undergraduate specialties in 38 high level universities in China. The undergraduate specialty structure mainly analyzes the undergraduate specialty distribution of 38 high level universities in our country, so as to probe into whether there is an imbalance of discipline distribution in the undergraduate specialty setting of 38 high level universities in our country. The comparison between undergraduate and graduate majors is mainly based on the analysis of the number of majors, the scale of enrollment and the distribution of disciplines, so as to explore the problems between undergraduate majors and graduate majors in 38 high level universities in China. In particular, the distribution of disciplines is not consistent. At the same time, this paper analyzes the number of specialties, number of specialties and the distribution of specialties in 38 high level universities in China in the past ten years. Through the establishment of the new undergraduate majors in 38 high level universities in China in the past ten years, the problems existing in the setting up of the undergraduate majors in 38 high level universities in China are further explored. Based on the analysis of the current situation of undergraduate majors in 38 high level universities in China, this paper attempts to find out whether the number of undergraduate majors in our country is reasonable, how many specialties should be set up, which specialties should be set up in the undergraduate stage of universities in our country. What specialties should not be set up, whether there should be close relations between undergraduate majors and graduate majors in our country, and what kind of relationship they should have.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G642.0

【參考文獻(xiàn)】

相關(guān)期刊論文 前2條

1 劉楚佳;;我國(guó)高校本科專業(yè)設(shè)置改革探討[J];高等理科教育;2007年04期

2 龔怡祖;大學(xué)專業(yè)設(shè)置模式探析[J];教育發(fā)展研究;2001年11期

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本文編號(hào)：1912334