高校发展型资助推动拔尖人才培养的体制机制研究

A Study of the Institutional Mechanisms through Which Development-Oriented Financial Aid in Higher Education Promotes Top-Talent Cultivation

摘要: 发展型资助是高校学生资助由基本保障向成长赋能转型的重要形态。基于政策文本、文献资料与高校公开案例。研究发现，现有实践已形成需求识别、能力训练、实践交流和多元协同等基本模块，但与拔尖人才培养仍存在目标衔接不足、机会资源供给分散、学术发展支持偏弱、评价重活动轻增值等问题。发展型资助推动拔尖人才培养，不应将资助对象简单等同于拔尖对象，而应通过机会公平发现潜能、通过分类支持释放潜能、通过长周期机制发展潜能。为此，应构建“识别–规划–供给–协同–评价”五环联动机制，形成经济保障、学业支持、科研启蒙、导师指导、交叉实践和国际交流相贯通的成长支持体系，使家庭经济困难学生平等进入高质量人才培养通道。同时，引入社会资本、文化资本理论和英才教育中的潜能发展研究，并将美国盖茨千禧学者计划与麦克奈尔项目纳入比较分析，以进一步揭示经济困难由资源约束转化为发展机会缺失的作用机制。

Abstract: Developmental-oriented student aid represents a key transformation of university student financial aid from basic guarantee to growth-empowerment. Drawing on policy documents, literature and public university case studies, this study identifies four core modules in current practices: demand identification, competency training, practical exchange and multi-party collaboration. Nevertheless, gaps remain in alignment with top-talent cultivation, including insufficient goal coherence, fragmented supply of opportunities and resources, inadequate academic-development support, and activity-oriented rather than value-added evaluation. To advance top-talent cultivation via developmental-oriented aid, aided students should not be mechanically equated with top-talent candidates. Instead, potential shall be uncovered through equitable opportunities, unleashed via categorized support, and nurtured by long-term institutional arrangements. Accordingly, a five-ring interactive mechanism of “identification-planning-provision-collaboration-evaluation” should be established to build an integrated growth-support system covering financial security, academic assistance, research initiation, faculty mentorship, interdisciplinary practice and international exchange. This enables students from financially disadvantaged backgrounds to gain equal access to high-quality talent-training pathways. The analysis further draws on social and cultural capital theories and talent-development research in gifted education, and includes the U.S. Gates Millennium Scholars Program and the Ronald E. McNair Program in a comparative analysis to further reveal the mechanism through which financial hardship evolves from resource constraints into a lack of developmental opportunities.