综合性大学教育学科建设的思考与实践--石中英教授专访

一些综合性大学教育研究机构的裁撤与调整曾给综合性大学教育学科带来危机感,但综合性大学迈入内涵式发展道路的趋势又为教育学科建设提供了难得的历史机遇。通过访谈清华大学教育研究院院长石中英,勾勒出综合性大学教育学科建设的基本路径:(1)综合性大学教育学科建设一定要扬长避短,在利用大学平台和学科优势、强化学科特色、促进交叉创新和提高国际影响力等方面用力;(2)综合性大学教育学科是否要办本科及师范教育不能一刀切,要立足于自身办学历史、学科布局及教师队伍状况;(3)服务学科与服务学校之间必然存在矛盾是伪命题,清华大学教育学科建设的价值取向是将自身建设与大学建设以及国家教育现代化同向同行;(4)综合性大学教育学科建设要提高站位,研究初心不应止于教育知识的生产,更应通过更加有解释力的教育理论建构,指向教育实践的改进和亿万青少年学生的健康成长。

Consideration and Practice on the Construction of Educational Discipline in Comprehensive Universities:An Interview with Professor Shi Zhongying

The abolition and adjustment of education research institutions once brought a sense of crisis to the education discipline of comprehensive universities,but the trend of comprehensive universities entering the path of connotative development has provided a rare historical opportunity for the construction of education discipline.Through an interview with Shi Zhongying,Dean of the Institute of Education of Tsinghua University,the base path for the construction of educational disciplines in comprehensive universities were outlined:the education discipline in comprehensive universities must maximize its strengths and avoid weaknesses through making use of the university platform and discipline advantages,strengthening discipline characteristics,promoting cross-innovation,and increasing international influence;whether the education discipline in comprehensive universities should establish its undergraduate and normal education cannot be a one-size-fits-all,but it must be based on their own history,discipline layout and faculty status;the contradiction between service discipline and service school is a false proposition,and the value orientation and ideal of the education discipline of Tsinghua University is to align itself with university construction and national education modernization;the education discipline in comprehensive universities should improve its position and the initial research intention should not be limited to the production of educational knowledge,but it should be directed to the improvement of educational practice and the healthy growth of hundreds of millions of young students through the construction of more explanatory educational theories.