推动师生共同参与大学治理建设是实现高等教育内涵式发展的关键一步。本文基于“三圈理论”的视角,从价值圈、能力圈和支持圈三个层面分析学生参与大学治理的现实困境,可以发现学生在参与大学治理过程中存在的价值认知偏差、实践能力不...推动师生共同参与大学治理建设是实现高等教育内涵式发展的关键一步。本文基于“三圈理论”的视角,从价值圈、能力圈和支持圈三个层面分析学生参与大学治理的现实困境,可以发现学生在参与大学治理过程中存在的价值认知偏差、实践能力不足、支持力度不够的问题,要通过营造学生参与大学治理的良好氛围、端正学生参与大学治理的动机、提高大学生的思想道德修养、增强大学治理的知识与技能、明确学生参与大学治理的范围及方式、优化学生参与大学治理的渠道,优化学生参与大学治理的“耐克区”。Promoting the joint participation of teachers and students in the construction of university governance is a key step towards achieving the connotative development of higher education. This article is based on the perspective of the “Three Circles Theory” and analyzes the practical difficulties of students’ participation in university governance from three levels: value circle, ability circle, and support circle. It can be found that students have problems with value cognition bias, insufficient practical ability, and insufficient support in the process of participating in university governance. To achieve this, we need to create a good atmosphere for students to participate in university governance, correct their motivation to participate, improve their ideological and moral cultivation, enhance their knowledge and skills in university governance, clarify the scope and methods of student participation in university governance, optimize the channels for student participation in university governance, and optimize the “Nike zone” for student participation in university governance.展开更多
文摘推动师生共同参与大学治理建设是实现高等教育内涵式发展的关键一步。本文基于“三圈理论”的视角,从价值圈、能力圈和支持圈三个层面分析学生参与大学治理的现实困境,可以发现学生在参与大学治理过程中存在的价值认知偏差、实践能力不足、支持力度不够的问题,要通过营造学生参与大学治理的良好氛围、端正学生参与大学治理的动机、提高大学生的思想道德修养、增强大学治理的知识与技能、明确学生参与大学治理的范围及方式、优化学生参与大学治理的渠道,优化学生参与大学治理的“耐克区”。Promoting the joint participation of teachers and students in the construction of university governance is a key step towards achieving the connotative development of higher education. This article is based on the perspective of the “Three Circles Theory” and analyzes the practical difficulties of students’ participation in university governance from three levels: value circle, ability circle, and support circle. It can be found that students have problems with value cognition bias, insufficient practical ability, and insufficient support in the process of participating in university governance. To achieve this, we need to create a good atmosphere for students to participate in university governance, correct their motivation to participate, improve their ideological and moral cultivation, enhance their knowledge and skills in university governance, clarify the scope and methods of student participation in university governance, optimize the channels for student participation in university governance, and optimize the “Nike zone” for student participation in university governance.
