Collaborative construction mode and connotative development of discipline, specialty, and curriculum

doi:10.16265/j.cnki.issn1003-3033.2023.04.1543

Abstract

Abstract:

In order to promote the discipline development and specialty construction of national safety science and engineering, based on the national " double first-class " discipline and curriculum " double ten thousand " plan and the goal and connotation of new engineering construction, this paper, according to the characteristics of safety science and engineering discipline, used system theory and collaborative development method to clarify the internal relationship among discipline, specialty and curriculum construction and analyzed the internal among them. Starting from the connotation development of higher education and the construction policy of education power, this paper put forward the representation mode of safety discipline in the collaborative construction of discipline, specialty, and curriculum. The innovation of safety innovative talents training in three aspects of education, the concept, training mode, and guarantee mechanism, were introduced. According to the requirements of new engineering construction, the coordinated development path of disciplines, specialties, and curriculums was constructed, and different solutions were proposed from five aspects: curriculum construction, innovative talents training, teacher connotation construction, and ideological and political guidance organization platform construction. Through multiple measures, the training system of safety innovative talents and the concept of innovative talents training reformed to promote the organic combination and comprehensive, high-speed, and coordinated development of the three, providing a reference for the collaborative construction of disciplines, specialties, curriculums and personnel training of similar disciplines.

Key words: discipline, specialty, and curriculum, collaborative construction, connotative, talent training, safety engineering, innovative talents, specialty construction

WANG Kai, JING Peiyu, WANG Liang, WANG Enyuan, LIU Xiaofei. Collaborative construction mode and connotative development of discipline, specialty, and curriculum[J]. China Safety Science Journal, 2023, 33(4): 9-14.

Figures/Tables 4

References 22

[1]	范越, 胡秋月. 新工科背景下的军校电子技术类课程教学改革探究[J]. 高等教育研究学报, 2022, 45(3):65-68.
	FAN Yue, HU Qiuyue. Research on the teaching reform of military electronic technology courses in the context of emerging engineering[J]. Journal of Higher Education Research, 2022, 45(3):65-68.
[2]	洪大用. 在“双一流”建设中大力加强本科人才培养[J]. 中国大学教学, 2016(4):9-15.
[3]	陈娜, 李秀颖, 张兰, 等. “六卓越一拔尖”安全工程人才培养改进研究[J]. 中国安全科学学报, 2021, 31(5):91-97. doi: 10.16265/j.cnki.issn1003-3033.2021.05.014
	CHEN Na, LI Xiuying, ZHANG Lan, et al. Research on improvement of "six excellence and one top-notch" talent training in safety engineering[J]. China Safety Science Journal, 2021, 31(5):91-97. doi: 10.16265/j.cnki.issn1003-3033.2021.05.014
[4]	付海南, 毛丽娅. “双一流”建设下高校人才培养的定位、缺位和进位[J]. 黑龙江高教研究, 2018(10):11-14.
	FU Hainan, MAO Liya. Positioning, vacancy and carry of talent training in colleges and universities under background of "double first class" construction[J]. Heilongjiang Researches on Higher Education, 2018(10):11-14.
[5]	张铭凯. “双一流”建设与课程变革[J]. 高校教育管理, 2018(3):7-12,20.
	ZHANG Mingkai. "Double World-class" construction and curriculum reform[J]. Journal of Higher Education Management, 2018(3):7-12,20.
[6]	房敏. 课程建设视角下应用型本科高校学科专业一体化建设的基本路径研究[J]. 云南农业大学学报:社会科学, 2019, 13(1):105-110.
	FANG Min. Basic path of the integration of disciplines and subjects in applied undergraduate universities from the perspective of curriculum construction[J]. Journal of Yunnan Agricultural University:Social Science, 2019, 13(1):105-110.
[7]	罗云. 关于学科、专业与课程三大基本建设关系的思考[J]. 现代教育科学, 2004(5):32-34.
[8]	王强, 付晓飞, 姜莉. 跨界融合视域下地方本科院校学科、专业、课程的辩证关系及一体化协同建设策略[J]. 高教论坛, 2021(10):53-56.
	WANG Qiang, FU Xiaofei, JIANG Li. Integrated collaborative construction strategy and dialectical relationship of disciplines, specialties and curriculas in local undergraduate universities[J]. Higher Education Forum, 2021(10):53-56.
[9]	王帅兵, 叶长兵, 李嘉, 等. 课程思政在环境生态学科专业课程中的实践探索:以“林业生态工程学”课程为例[C]. 2022智慧校园文化建设与教育发展高峰论坛论文集, 2022:1481-1483.
[10]	佟瑞鹏, 马晓飞, 栗婧, 等. 新工科理念下安全工程专业教学模式与效果评价[J]. 中国安全科学学报, 2019, 29(6):140-145. doi: 10.16265/j.cnki.issn1003-3033.2019.06.023
	TONG Ruipeng, MA Xiaofei, LI Jing, et al. Teaching model and effect evaluation of safety engineering discipline under idea of new engineering[J]. China Safety Science Journal, 2019, 29(6):140-145. doi: 10.16265/j.cnki.issn1003-3033.2019.06.023
[11]	曹宇新. “强基计划”人才培养模式的高校政策再制定研究:基于36所试点高校“强基计划”培养方案的文本分析[J]. 教育理论与实践, 2022, 42(3):3-7.
	CAO Yuxin. Research on the re-formulation of university policy in the talent training mode of "plan for strengthening basic academic disciplines(PSBACD)":text analysis based on the training program of "PSBACD" in 36 pilot universities[J]. Theory and Practice of Education, 2022, 42(3):3-7. doi: 10.7459/ept/42.2.01
[12]	王亮, 孙一伟, 王凯. 安全工程人才多维能力培养体系构建与实践[J]. 中国安全科学学报, 2021, 31(5):52-57. doi: 10.16265/j.cnki.issn1003-3033.2021.05.008
	WANG Liang, SUN Yiwei, WANG Kai. Construction and practice of multi-dimensional ability training system for safety engineering talents[J]. China Safety Science Journal, 2021, 31(5):52-57. doi: 10.16265/j.cnki.issn1003-3033.2021.05.008
[13]	焦小英. 智慧学习背景下高校教师课程领导力建设:内涵要义、关键要素与路径选择[J]. 教育理论与实践, 2022, 42(6):48-52.
	JIAO Xiaoying. Curriculum-leadership construction of college teachers under the background of lntelligent learning: connotation, key elements and path choice[J]. Theory and Practice of Education, 2022, 42(6):48-52.
[14]	钟秉林, 方芳. 一流本科教育是“双一流”建设的重要内涵[J]. 中国大学教育, 2016(4):3-8.
[15]	赵坤, 王振维. 学科建设的内涵、动力与竞争优势积累[J]. 中国高教研究, 2008, 182(10):20-23.
[16]	郭必裕. 对“学科”与“专业”建设两张皮问题的对策研究[J]. 高等工程教育研究, 2004(3):23-26.
[17]	佟瑞鹏. 高校安全工程专业人才培养模式研究[J]. 中国安全科学学报, 2018, 28(3):1-6. doi: 10.16265/j.cnki.issn1003-3033.2018.03.001
	TONG Ruipeng. Research on talent training mode for safety engineering major at universities[J]. China Safety Science Journal, 2018, 28(3):1-6. doi: 10.16265/j.cnki.issn1003-3033.2018.03.001
[18]	梅锦春, 黄爱华. 学科、专业一体化建设探索[J]. 中国成人教育, 2008(10):128-129.
[19]	董洪亮. 没有一流本科很难成为一流大学[N]. 人民日报, 2016-05-13(3).
[20]	赵伟, 郭小芳, 王凯, 等. 工程认证背景下安全工程毕业要求达成度评价[J]. 中国安全科学学报, 2021, 31(5):145-151. doi: 10.16265/j.cnki.issn1003-3033.2021.05.022
	ZHAO Wei, GUO Xiaofang, WANG Kai, et al. Evaluation on achievement degree of graduation requirement of safety engineering under background of engineering certification[J]. China Safety Science Journal, 2021, 31(5):145-151. doi: 10.16265/j.cnki.issn1003-3033.2021.05.022
[21]	闫守轩, 廖兴. 我国一流学科本土化发展动力机制研究:学科规训理论视角[J]. 教育理论与实践, 2021, 41(15):3-7.
	YAN Shouxuan, LIAO Xing. Research on the dynamic mechanism of the localization development of China's first-class subjects:a perspective of the discipline theory[J]. Theory and Practice of Education, 2021, 41(15):3-7. doi: 10.7459/ept/41.2.01
[22]	周赟, 徐玉生. 新工科背景下高校思政课育人体系建设的三重逻辑[J]. 教育理论与实践, 2021, 41(21):28-32.
	ZHOU Yun, XU Yusheng. The triple logic of ldeological and political education system in universities in the background of new engineering[J]. Theory and Practice of Education, 2021, 41(21):28-32.