本文選題：高等教育分流制度 + 制度分析��； 參考：《華中師范大學(xué)》2015年博士論文

【摘要】：高等教育大眾化進(jìn)程的深入推進(jìn)、終身教育體系建設(shè)的迫切要求和大眾高等教育需求的多樣化,要求我國(guó)高等教育建立起比例合理、功能明確、溝通順暢的合理分流體系。當(dāng)前,由于我國(guó)高等教育分流制度的不健全導(dǎo)致我國(guó)高等教育分流出現(xiàn)比例失衡、功能重疊和溝通不暢等突出問(wèn)題。因此,開(kāi)展高等教育分流制度研究,對(duì)于我國(guó)高等教育合理分流的實(shí)現(xiàn)具有重要的意義。本研究沿著“理論探討——?dú)v史梳理——問(wèn)題歸納——成因分析——?jiǎng)?chuàng)新思考”的邏輯思路展開(kāi)。除第一章緒論之外,主要由五大研究?jī)?nèi)容構(gòu)成。第一部分是對(duì)高等教育分流制度研究進(jìn)行理論探討,由第二章構(gòu)成。界定了高等教育分流制度研究的核心概念,闡述了高等教育分流理論、終身教育理論、制度變遷理論等理論依據(jù)的主要觀點(diǎn)及其對(duì)本研究的指導(dǎo)作用。高等教育分流是高等教育分流主體根據(jù)社會(huì)發(fā)展的需要和可能、分流對(duì)象的意愿和條件,由分流機(jī)構(gòu)實(shí)施操作的對(duì)分流對(duì)象的有目的、有計(jì)劃、有差別的培養(yǎng)高層次專(zhuān)門(mén)人才的活動(dòng)。當(dāng)前,高等教育分流呈現(xiàn)出流向多元、職普溝通、上下銜接、內(nèi)外融合、前后循環(huán)的新的時(shí)代內(nèi)涵。高等教育分流制度是人為設(shè)計(jì)的,約束高等教育分流活動(dòng)各相關(guān)主體行為和主體間互動(dòng)關(guān)系的規(guī)則體系,主要包括高等教育多向分流制度、高等教育職普溝通制度、高等教育上下銜接制度、高等教育內(nèi)外融合制度、高等教育前后循環(huán)制度。高等教育分流制度的建立健全受到政府管理體制機(jī)制、高校自主發(fā)展能力、學(xué)生參與高教管理層次、企業(yè)參與高教發(fā)展程度、社會(huì)文化教育觀念等五大因素的制約。第二部分是對(duì)我國(guó)高等教育分流制度的演進(jìn)歷程進(jìn)行分析,由第三章構(gòu)成。從總體上看,我國(guó)高等教育分流制度基本是到改革開(kāi)放后才真正得以發(fā)展,并在政府實(shí)施高等教育擴(kuò)招政策后發(fā)展進(jìn)程加快。高等教育教育多向分流制度中的高等職業(yè)教育發(fā)展制度經(jīng)歷了初步探索、雛形建立、不斷完善三個(gè)發(fā)展階段；非正規(guī)高等教育發(fā)展制度經(jīng)歷了雛形期、成型期、提升期三個(gè)發(fā)展階段；民辦高等教育發(fā)展制度經(jīng)歷了萌芽期、波動(dòng)期、深化期三個(gè)發(fā)展階段。職普溝通制度中的職普“專(zhuān)升本”制度經(jīng)歷了制度的出臺(tái)、制度的修正、制度的調(diào)整三個(gè)發(fā)展階段；職普聯(lián)合培養(yǎng)制度經(jīng)歷了制度的醞釀、制度的形成、制度的實(shí)施三個(gè)發(fā)展階段。上下銜接制度經(jīng)歷了單軌上下銜接、單軌上下銜接向雙軌交互上下銜接過(guò)渡兩個(gè)發(fā)展階段。內(nèi)外融合制度在計(jì)劃經(jīng)濟(jì)時(shí)期、改革開(kāi)放初期和深化改革時(shí)期呈現(xiàn)出不同的特點(diǎn)。前后循環(huán)制度經(jīng)歷了制度的文本出臺(tái)、試點(diǎn)實(shí)踐兩個(gè)發(fā)展階段。第三部分是對(duì)我國(guó)高等教育分流制度的現(xiàn)實(shí)困境進(jìn)行分析,由第四章構(gòu)成。總體看,當(dāng)前我國(guó)高等教育分流制度面臨的現(xiàn)實(shí)困境可以歸納為以下三點(diǎn)：一是缺乏頂層設(shè)計(jì),制度的協(xié)調(diào)性較差；二是缺乏專(zhuān)門(mén)立法,制度的權(quán)威性不強(qiáng)；三是缺乏配套制度,制度的操作性太弱。具體看,多向分流制度面臨的現(xiàn)實(shí)困境主要有制度權(quán)威性不高、制度協(xié)調(diào)性較差、制度操作性不強(qiáng)：職普溝通制度的現(xiàn)實(shí)困境主要包括溝通渠道單一、溝通的單向性、具體環(huán)節(jié)的不完善；上下銜接制度的現(xiàn)實(shí)困境包括缺乏高等職業(yè)教育“對(duì)口式”上下銜接通道、缺乏普通高等教育“轉(zhuǎn)流式”上下銜接通道；內(nèi)外融合制度的現(xiàn)實(shí)困境主要是缺乏頂層設(shè)計(jì)、科學(xué)論證和可操作性：前后循環(huán)制度的現(xiàn)實(shí)困境包括缺乏明確有力的專(zhuān)門(mén)法規(guī)、缺乏覆蓋全國(guó)的標(biāo)準(zhǔn)框架、缺乏相互協(xié)調(diào)的配套制度。第四部分是對(duì)導(dǎo)致我國(guó)高等教育分流制度現(xiàn)實(shí)困境的原因進(jìn)行分析,由第五章構(gòu)成。導(dǎo)致當(dāng)前我國(guó)高等教育分流制度現(xiàn)實(shí)困境的因素主要有五個(gè)：一是政府管理體制機(jī)制。政府重集權(quán)管理輕分權(quán)管理、重部門(mén)利益輕公共利益的高等教育管理體制和重政策調(diào)控輕依法治理、重計(jì)劃手段輕市場(chǎng)作用的高等教育管理機(jī)制是導(dǎo)致我國(guó)高等教育分流制度現(xiàn)實(shí)困境的重要因素之一。二是高校自主發(fā)展能力。我國(guó)高校辦學(xué)自主權(quán)未得到充分落實(shí)、高校聯(lián)合發(fā)展機(jī)制的缺失嚴(yán)重阻礙了高校的自主發(fā)展能力的提升,限制了高校在分流制度建設(shè)中的主體作用的發(fā)揮。三是學(xué)生參與高教管理層次。當(dāng)前我國(guó)學(xué)生參與高教管理時(shí)面臨著參與意識(shí)偏弱、參與能力不強(qiáng)、參與機(jī)制欠缺和制度不全等問(wèn)題,這使得學(xué)生無(wú)法充分發(fā)揮自身在高等教育分流制度建設(shè)中的主體作用,從而阻礙了我國(guó)高等教育分流制度的建立健全。四是企業(yè)參與高教程度。當(dāng)前我國(guó)企業(yè)在參與高等教育發(fā)展時(shí)呈現(xiàn)出重經(jīng)濟(jì)利益輕社會(huì)責(zé)任、重單兵突進(jìn)輕行業(yè)協(xié)作、重表面形式輕深層參與的缺點(diǎn),導(dǎo)致企業(yè)沒(méi)有發(fā)揮其在我國(guó)高等教育分流制度建設(shè)中的應(yīng)有作用,從而制約了我國(guó)高等教育分流制度的建設(shè)進(jìn)程。五是社會(huì)文化教育觀念。當(dāng)前在我國(guó)社會(huì)中終結(jié)性學(xué)習(xí)觀、一元化人才觀、封閉取向的高等教育發(fā)展觀和控制取向的高等教育管理觀仍然具有很大的影響,導(dǎo)致我國(guó)高等教育分流制度建設(shè)缺乏有利的思想和文化氛圍。這五大因素與五個(gè)高等教育分流制度所面臨的現(xiàn)實(shí)困境之間的關(guān)系并不是簡(jiǎn)單的一對(duì)一的關(guān)系,而是呈現(xiàn)出一對(duì)多或者多對(duì)一的復(fù)雜關(guān)系。第五部分是對(duì)我國(guó)高等教育分流制度的創(chuàng)新進(jìn)行探討,由第六章構(gòu)成。在創(chuàng)新主體構(gòu)成上,中央政府是高等教育分流制度創(chuàng)新的宏觀調(diào)控者；地方政府是高等教育分流制度創(chuàng)新的中觀統(tǒng)籌者；高校是高等教育分流制度創(chuàng)新的微觀實(shí)施者；學(xué)生是高等教育分流制度創(chuàng)新的主要參與者；企業(yè)是高等教育分流制度創(chuàng)新的重要推動(dòng)者。在創(chuàng)新動(dòng)力來(lái)源上,高等教育分流制度創(chuàng)新意味著對(duì)制度背后政府(中央政府和地方政府)、高校、學(xué)生、企業(yè)等利益相關(guān)者的原有利益格局進(jìn)行調(diào)整。只有通過(guò)一定的利益協(xié)調(diào)機(jī)制達(dá)成各方利益的平衡點(diǎn),形成制度創(chuàng)新的共識(shí),高等教育分流制度的創(chuàng)新才能獲得動(dòng)力并有可能取得實(shí)質(zhì)的創(chuàng)新成果。在實(shí)施策略上,我國(guó)高等教育分流制度創(chuàng)新應(yīng)采取政府推動(dòng)與市場(chǎng)誘導(dǎo)相結(jié)合、頂層設(shè)計(jì)與局部試點(diǎn)相結(jié)合、適度突破與穩(wěn)步推進(jìn)相結(jié)合、立足國(guó)情與合理借鑒相結(jié)合四大實(shí)施策略。在具體路徑上,要針對(duì)五個(gè)高等教育分流制度存在的問(wèn)題,分別采取具體的改革舉措。在環(huán)境優(yōu)化上,一是要優(yōu)化政府的高教管理體制機(jī)制,二是要增強(qiáng)高等學(xué)校的自主發(fā)展能力,三是要提升學(xué)生參與高教管理的層次,四是要提高企業(yè)參與高教發(fā)展的程度,五是要營(yíng)造良好的文化教育觀念氛圍。
[Abstract]:The deepening of the popularization of higher education, the urgent demand for the construction of lifelong education system and the diversification of the demand for the public higher education require the establishment of a reasonable and rational distributary system with reasonable proportion, clear function and smooth communication in China's higher education. Therefore, it is of great significance to carry out the research on the distributary system of higher education, which is of great significance to the realization of the rational distributary of higher education in China. This study follows the logical idea of "theoretical discussion - Historical combing - problem induction - genetic analysis - innovation thinking" Apart from the first chapter, it mainly consists of five major research contents. The first part is a theoretical discussion on the study of the higher education distributary system, which is composed of second chapters. It defines the core concept of the study of the higher education distributary system, and expounds the main theoretical basis of the theory of higher education shunt, the theory of lifelong education and the theory of institutional change. The diverting higher education distributary is the activity of the higher education diverting subject in accordance with the needs and possibilities of social development, the intention and condition of diverting the object, the purpose, the plan and the differential training of the high-level talents, which are carried out by the distributary agencies. The system of higher education distributary system is a rule system which is designed artificially, constrains the related subject behavior of higher education distributary activities and intersubjective relationship between subjects, mainly including high education multi direction distributary system and higher education communication system. The system of higher education and lower education, the system of internal and external integration of higher education, and the circulation system of higher education, the establishment of the system of higher education distributary system, the restriction of the government management system, the ability of independent development of colleges and universities, the participation of students in the management level of higher education, the participation of enterprises in the development of higher education and the concept of social and cultural education. The second part is the analysis of the evolution process of the system of higher education shunt in China, which is composed of third chapters. In general, the system of higher education distributary in China is basically developed after the reform and opening up, and the process of development is accelerated after the government has implemented the policy of increasing the enrollment of higher education. The system of the development of higher vocational education has undergone a preliminary exploration, the prototype is established, and the three stages of development have been perfected. The development system of the informal higher education has experienced the embryonic period, the forming period and the three stages of promotion; the private higher education development system has experienced the germination period, the fluctuation period and the deepening period of three stages of development. The system of "professional promotion" has experienced the introduction of the system, the revision of the system and the adjustment of the system in three stages. The system has experienced the brewing of the system, the formation of the system, and the three stages of the implementation of the system. The upper and lower cohesion system has experienced the single track and down link, the single track and the lower and the lower link to the double track. In the two stages of transition, the internal and external integration system has different characteristics in the period of the planned economy, the early stage of reform and opening up and the deepening of the reform. The system has experienced the text of the system and the two stages of experimental practice. The third part is the analysis of the realistic predicament of the higher education distributary system in China and the fourth chapter. As a whole, the current predicament of our country's higher education distributary system can be summed up as following three points: one is the lack of top-level design, the coordination of the system is poor; two is the lack of special legislation, the authority of the system is not strong; three is the lack of supporting system, the system is too weak. In particular, multi direction diversion system is faced with the present The real plight of the practical difficulties mainly includes the single communication channel, the one-way communication and the imperfect links; the realistic predicament of the upper and lower cohesion system includes the lack of the upper and lower connecting channels of the higher vocational education, and the lack of the link between the upper and the lower of the higher vocational education. The current dilemma of the internal and external integration system is mainly the lack of top-level design, scientific demonstration and maneuverability. The realistic predicament of the system includes the lack of clear and powerful special regulations, the lack of standard framework covering the whole country and the lack of a coordinated system. Fourth parts. This paper analyzes the causes of the realistic predicament of the system of higher education shunt in China, which is composed of fifth chapters. There are five factors leading to the current predicament of the current higher education distributary system in our country: one is the government management system mechanism, the government's heavy decentralization management is a light decentralization management, and the higher education management of the interests and the light of the public interests is emphasized. It is one of the important factors that lead to the realistic predicament of the higher education distributary system in our country. Two is the independent development ability of colleges and universities. The autonomy of colleges and universities in our country has not been fully implemented, and the lack of the University's joint development mechanism is seriously hindered. The promotion of the independent development ability of the school has limited the main role of the University in the construction of the distributary system. Three the students participate in the higher education management level. At present, the students are faced with the problems of weak participation consciousness, poor participation ability, lack of participation mechanism and system inadequacy in the management of higher education in our country, which makes the students unable to give full play to them. The main role of itself in the construction of the higher education distributary system has hindered the establishment and improvement of the system of higher education shunt in our country. Four is the participation of enterprises in higher education. At present, enterprises in our country take on heavy economic interests and light social responsibility when participating in the development of higher education. Its shortcomings lead to the failure of enterprises to play their role in the construction of higher education distributary system in China, thus restricting the construction process of the system of higher education shunt in China. Five is the concept of social and cultural education. At present, the concept of terminative learning, the concept of monalization of talent, the concept of closed oriented higher education development and control are taken in the society of our country. The management view of higher education still has a great influence, which leads to the lack of favorable ideological and cultural atmosphere for the construction of higher education distributary system in China. The relationship between the five major factors and the realistic predicament facing the five higher education distributary system is not a simple one to one relationship, but a pair of more or more pairs. The fifth part is the exploration of the innovation of the system of higher education shunt in China, which is composed of sixth chapters. The central government is the macro regulator of the innovation of the higher education distributary system, the local government is the mesoscopic coordinator of the innovation of the higher education distributary system and the higher education distributary system is created by the local government. The student is the main participant in the innovation of the higher education distributary system; the enterprise is an important promoter of the innovation of the higher education distributary system. The innovation of the higher education distributary system means the stakeholders behind the system, such as the government (the central government and the local government), the universities, the students, the enterprises and so on. The original interest pattern is adjusted. Only through a certain interest coordination mechanism to achieve the balance of the interests of all parties, form the consensus of the system innovation, the innovation of the higher education distributary system can obtain the motive force and may obtain the substantial innovation results. In the implementation strategy, the innovation of the high education shunt system in China should be promoted by the government and the government. The combination of market induction, top layer design and local pilot, moderate breakthrough and steady advance, combining the four major implementation strategies based on national conditions and rational reference. On the specific path, specific reform measures should be taken to solve the problems of the five higher education distributary system. In the environment optimization, the first is to optimize the government. The high education management system mechanism, two is to strengthen the independent development of colleges and universities, the three is to improve the level of students to participate in the management of higher education, the four is to improve the degree of enterprise participation in the development of higher education, and the five is to create a good cultural and educational concept atmosphere.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G649.2

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