摘要
学科是大学存在的标志。实然形态和观念形态是学科存在的两种形态。学问科类化、学问科目化与学术科层化是学科的核心内涵。学科的内核是核心知识。学科发展的实质是学术、学者、文化间的三体联动。学科建制借助学科组织、学科政策、学科平台等制度性安排参与学科发展进程。学科建设的初心是激发学术原生力,促进知识集群化生长,构建良性学术权力格局,孕育高端学术成果。回归初心的学科建设路径是:用学科结构调整促成学科力量间的动态均衡,用学科政策设计催生学科高峰的来临,用学科团队建设构建学科生命的链接点,用学科实力评估来加速学术知识生长。
The discipline is the mark of university＇s existence whose two forms are both actual and conceptual. The core connotation of discipline is categorizing of knowledge, disci plinization of learning and bureaucratization of academic research. The center of discipline is core knowledge, and the essence of discipline development is three-linkage among academic research, scholar and culture, in which disciplinary formation participates in the process through institutional arrangements such as discipline organization, discipline policy and disci pline platform. The original intention of disciplinary construction is to motivate academic n ative force, to promote cluster development of knowledge, to form optimum academic power structure, and to cultivate high-level academic achievements. The disciplinary construction path to returning to the original mind is adjusting discipline forces to dynamic balance, has- tening the disciplines peak through discipline policy, building disciplinary life link and speed- ing the growth of academic knowledge through disciplinary assessing.
作者
龙宝新
LONG Bao-xin(School of Education, Shaanxi Normal University, Xi＇an 710062, China)
出处
《高等教育研究》
CSSCI
北大核心
2018年第5期52-59,共8页
Journal of Higher Education
基金
陕西省高等教育教学改革项目(17ZG004)
关键词
学科存在
学科建制
知识生长
学科政策
学科评估
disciplinary existence
disciplinary institution
knowledge producing
disciplinary policy
disciplinary assessment
