一流专业和经管大类协同驱动下的经济学人才培养体系探索与实践——以C大学为例

Exploration and Practice of an Economics Talent Cultivation System Synergistically Driven by First-Class Disciplines and Business Management Programs—A Case Study of C University

摘要: 针对目前高校经济学专业普遍存在的学生“职业发展能力”与“学业深造竞争力”不足，以及“通专矛盾”凸显等核心问题，本文立足国家一流本科专业建设与深化经管大类培养改革的双重背景，以C大学为实践案例，探索构建了一套高水平协同化人才培养体系。研究通过确立“高素质务实型人才”与“学术后备人才”并重的培养目标，创新性地设计了贯通“一流专业使命→大类培养定位→专业培养方案→课程教学目标”的一体化目标传导机制。在此基础上，从人才主体培养、课程构建、教育资源三个维度系统推进：以学生发展为中心，重塑教学理念与模式，着力夯实“两个能力”；立足学科交叉，构建了“课程层–跨专业层–跨学科层”模块化课程体系以凸显经济学特色；打造“知识–形式–能力”三维协同的动态教学资源体系，保障改革落地。实践表明，该体系有效促进了宏观育人要求与微观教学实践的协同，为破解经济学专业人才培养的结构性困境、服务中国特色经济学自主知识体系建设提供了具有操作性与推广价值的实践范式。

Abstract: Addressing the core challenges prevalent in economics programs at Chinese universities—including students’ insufficient “career development capabilities” and “competitiveness for advanced studies”, as well as the prominent “generalist-specialist dilemma”—this paper explores the construction of a high-level, coordinated talent cultivation system. Grounded in the dual context of national first-class undergraduate program development and deepening reforms in business and economics education, it uses C University as a practical case study. By establishing dual cultivation objectives—nurturing both “high-caliber pragmatic talents” and “academic reserve talents”—the study innovatively designed an integrated goal transmission mechanism linking “first-class program mission → broad-category cultivation positioning → specialized training plans → course teaching objectives”. Building upon this foundation, systematic advancement occurs across three dimensions: students, curriculum, and faculty. Student development takes center stage, reshaping pedagogical concepts and models to strengthen “two competencies”. Grounded in interdisciplinary integration, a modular curriculum system spanning “course layer → cross-major layer → cross-disciplinary layer” is constructed to highlight economics’ distinctive features. A dynamic teaching resource system featuring three-dimensional synergy of “knowledge → format → competency” ensures reform implementation. Practice demonstrates that this system effectively synergizes macro educational requirements with micro teaching practices. It provides an operational and scalable practical paradigm for resolving structural challenges in economics talent cultivation and advancing the development of a distinctive Chinese economics knowledge system.