本文選題：國(guó)家重點(diǎn)學(xué)科 + 建設(shè)制度　； 參考：《中南大學(xué)》2013年碩士論文

【摘要】：國(guó)家重點(diǎn)學(xué)科建設(shè)制度是國(guó)家重點(diǎn)學(xué)科建設(shè)的依據(jù)與依托。國(guó)家重點(diǎn)學(xué)科建設(shè)制度化的過(guò)程是國(guó)家按照學(xué)科建設(shè)的內(nèi)在規(guī)律和要求,對(duì)學(xué)科建設(shè)做系統(tǒng)的制度性安排,從而使學(xué)科良性發(fā)展的過(guò)程。從國(guó)家重點(diǎn)學(xué)科建設(shè)制度的發(fā)展歷程來(lái)看,在我國(guó)建國(guó)初期建立的重點(diǎn)大學(xué)制度下形成的“重點(diǎn)”建設(shè)、“擇優(yōu)”建設(shè)思想和20世紀(jì)50年代的院系調(diào)整構(gòu)建的高等教育基本框架及學(xué)科結(jié)構(gòu)為國(guó)家重點(diǎn)學(xué)科建設(shè)制度的形成與發(fā)展做了前期鋪墊。而始于1987年延續(xù)到2007年的三次國(guó)家重點(diǎn)學(xué)科評(píng)選則是國(guó)家重點(diǎn)學(xué)科建設(shè)制度建立、發(fā)展、完善的標(biāo)志。由于國(guó)家重點(diǎn)學(xué)科建設(shè)制度首先是以國(guó)家政策的形式出現(xiàn)的,因此國(guó)家重點(diǎn)學(xué)科建設(shè)既是學(xué)科建設(shè)與發(fā)展的必然,更是國(guó)家學(xué)科建設(shè)制度設(shè)計(jì)與國(guó)家推行、實(shí)施的結(jié)果。 作為一種國(guó)家政策,各個(gè)時(shí)期國(guó)家重點(diǎn)學(xué)科建設(shè)制度在指導(dǎo)思想與建設(shè)思路、評(píng)選條件與評(píng)選標(biāo)準(zhǔn)、評(píng)審模式與評(píng)審規(guī)則、管理體制與建設(shè)措施等方面的內(nèi)容既保持了連續(xù)性和一貫性,又隨著國(guó)家、高等教育、學(xué)科的發(fā)展而有所發(fā)展、提升。作為國(guó)家學(xué)科建設(shè)制度設(shè)計(jì)的結(jié)果,在國(guó)家重點(diǎn)學(xué)科建設(shè)制度的作用下,我國(guó)已經(jīng)有一批學(xué)科和大學(xué)進(jìn)入了世界一流學(xué)科、一流大學(xué)的行列。大部分國(guó)家重點(diǎn)學(xué)科不但承擔(dān)了國(guó)家重大科研任務(wù),還能夠立足現(xiàn)有基礎(chǔ)深入研究社會(huì)重大理論和實(shí)際問(wèn)題。與此同時(shí),國(guó)家重點(diǎn)學(xué)科制度也直接或間接的導(dǎo)致了我國(guó)大學(xué)學(xué)科結(jié)構(gòu)分布的不合理,尤其在自然科學(xué)學(xué)科和人文科學(xué)學(xué)科的分布上；促成了金字塔形的高校生態(tài)結(jié)構(gòu)；間接造成了高等教育資源地域分布不均的局面。 要實(shí)現(xiàn)國(guó)家重點(diǎn)學(xué)科建設(shè)的最終目的,就要正視制度本身的弱點(diǎn)與不足,通過(guò)拓寬制度對(duì)國(guó)家重點(diǎn)學(xué)科的定義,建立準(zhǔn)入、準(zhǔn)退制度,改革評(píng)審制度,擴(kuò)大制度規(guī)定的評(píng)選范圍,完善制度內(nèi)容等手段,一方面促使政府對(duì)國(guó)家重點(diǎn)學(xué)科的投資由“錦上添花”型向“雪中送炭”型轉(zhuǎn)變,擴(kuò)大有限資金的受眾面,實(shí)現(xiàn)高等教育資源的強(qiáng)弱互補(bǔ)另一方面引入多方力量,共同投資、建設(shè)國(guó)家重點(diǎn)學(xué)科。
[Abstract]:National key discipline construction system is the basis and support of national key discipline construction. The process of institutionalizing the construction of national key disciplines is the process of making systematic institutional arrangements for the construction of disciplines according to the inherent laws and requirements of the construction of disciplines so as to make the discipline develop healthily. From the point of view of the development course of the national key discipline construction system, the "key university" construction formed under the key university system established in the early days of the founding of the people's Republic of China, The construction thought of "selecting the best" and the basic framework and discipline structure of higher education which were adjusted and constructed by the colleges and departments in the 1950s have paved the way for the formation and development of the national key discipline construction system. The three national key disciplines selection from 1987 to 2007 is the symbol of the establishment, development and perfection of the national key discipline construction system. Because the national key discipline construction system first appears in the form of national policy, so the national key discipline construction is not only the necessity of discipline construction and development, but also the result of the design of national discipline construction system and the implementation and implementation of the state discipline construction system. As a kind of national policy, the national key discipline construction system in each period is in the guiding ideology and the construction thought, the appraisal condition and the appraisal standard, the appraisal pattern and the appraisal rule, The contents of management system and construction measures have not only maintained continuity and consistency, but also developed and promoted with the development of country, higher education and discipline. As the result of the design of the national discipline construction system, under the function of the national key discipline construction system, a number of disciplines and universities in China have entered the ranks of the world-class disciplines and universities. Most national key disciplines not only undertake the important scientific research task of the country, but also can deeply study the major theoretical and practical problems of society based on the existing foundation. At the same time, the national key discipline system also leads directly or indirectly to the unreasonable distribution of the discipline structure of universities in China, especially in the natural science and the humanities, and contributes to the pyramid ecological structure of colleges and universities. Indirectly, the distribution of higher education resources is uneven. In order to realize the ultimate goal of national key discipline construction, it is necessary to face squarely the weaknesses and shortcomings of the system itself. By broadening the definition of the national key discipline in the system, establishing the system of admission, granting and withdrawing, and reforming the system of evaluation and evaluation, On the one hand, by expanding the selection scope stipulated by the system and perfecting the contents of the system, the government can, on the one hand, promote the government's investment in the key subjects of the state to change from the "icing on the cake" type to the "helping the charcoal" type, so as to expand the audience of limited funds. On the other hand, we should introduce various forces, invest together and build national key disciplines.
【學(xué)位授予單位】：中南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G642.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 顧明遠(yuǎn);論蘇聯(lián)教育理論對(duì)中國(guó)教育的影響[J];北京師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2004年01期

2 梁傳杰;羅勤;;對(duì)我國(guó)國(guó)家重點(diǎn)學(xué)科建設(shè)的回溯與反思[J];中國(guó)地質(zhì)大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2008年01期

3 汪輝;田正平;;日本的重點(diǎn)學(xué)科建設(shè)計(jì)劃:21世紀(jì)COE計(jì)劃的特點(diǎn)與意義[J];大學(xué)(研究與評(píng)價(jià));2006年12期

4 王輝;魏玉梅;;對(duì)研究型大學(xué)國(guó)家重點(diǎn)學(xué)科區(qū)域布局的透視[J];高等理科教育;2009年04期

5 王建華;高等教育作為一門學(xué)科[J];高等教育研究;2004年01期

6 胡守忠;鄭凌鶯;;基于價(jià)值管理地方高校重點(diǎn)學(xué)科建設(shè)評(píng)價(jià)研究[J];科研管理;2009年S1期

7 尚志;我國(guó)高等教育的現(xiàn)狀與改革[J];高等教育研究;1985年03期

8 馬敘P+;;第一次全國(guó)高等教育會(huì)議開幕詞[J];人民教育;1950年03期

9 馬敘倫;;第一次全國(guó)高等教育會(huì)議閉幕詞[J];人民教育;1950年03期

10 周守軍;宣勇;張鳳娟;;國(guó)家重點(diǎn)學(xué)科生成期特征分析[J];教育發(fā)展研究;2008年23期

，

本文編號(hào)：1932368