对于拔尖创新人才培养模式的思考——基于中、美十所高校的分析

Thoughts on the Method of Cultivating Top-Notch Innovative Talents—Analysis Based on Ten Universities in China and the USA

摘要: 高等教育是教育的重要一环。国家每年大力建设高校，以培养能够投入到社会主义建设的人才。其中，关于拔尖创新人才的培养在每个时代、每个地域都存在。本文以美国六所高校、中国四所高校为案例，研究中美高校在拔尖创新人才培养的缘起，中美高校拔尖创新人才培养的特点，即以培养人才为目标、双元培养为模式、特色的课程内容，中美高校拔尖创新人才培养的共性和个性，以及后疫情时代中国高校拔尖创新人才培养面临的困境。最后，对照美国，得出我国高校拔尖创新人才培养的相关启示。我国高校在进行人才培养时，需要明确多样化拔尖人才培养目标，以“全人”的教育思想为指导，在课程设置方面，我国高等教育体系应该强化对学生跨学科能力、独立研究能力、创新与应用能力的培养。针对人才培养的国际化问题，中国高校可以借鉴美国高校的做法，除了设置常规的专业课程之外，结合自身特点设置国际化课程，将国际化贯穿于教学、科研之中，使学生能够获得一定的国际经验和学习经历。

Abstract: Higher education is an important part of education. Every year, the country vigorously develops universities to cultivate talents who can contribute to socialist construction. Among them, the cultivation of top-notch innovative talents exists in every era and region. This article takes six universities in the United States and four universities in China as cases to study the origins of top-notch innovative talent cultivation in Chinese and American universities, the characteristics of such cultivation, namely talent cultivation as the goal, dual-model training, and distinctive course content, the commonalities and individualities of top-notch innovative talent cultivation in Chinese and American universities, as well as the difficulties faced by Chinese universities in cultivating top-notch innovative talents in the post-pandemic era. Finally, by comparing with the United States, it draws relevant insights for the cultivation of top-notch innovative talents in Chinese universities. When cultivating talents, Chinese universities need to clarify diversified goals for top-notch talent cultivation, guided by the educational philosophy of “whole-person” education. In terms of curriculum design, China’s higher education system should strengthen the cultivation of students’ interdisciplinary abilities, independent research capabilities, and innovation and application skills. Regarding the issue of internationalization in talent cultivation, Chinese universities can learn from the practices of American universities. In addition to setting up regular professional courses, they should design international courses according to their own characteristics, integrating internationalization into teaching and research, so that students can gain certain international experience and learning opportunities.