新文科背景下高校跨学科人才培养需求画像与路径分析

Demand Profile and Pathway Analysis of Interdisciplinary Talent Cultivation in Higher Education Institutions under the New Humanities Initiative

摘要: 新兴技术不断催生新学科与增长点，经济社会发展对高层次创新型复合型人才的需求日益迫切。“新文科”建设倡议则为文科教育提供了新契机，为高校改革文科类拔尖创新人才培养体系指引了方向。基于问卷调查结果，本文分别描述了师生群体对跨学科人才培养的需求画像，得出以下主要结论：部分学校跨学科人才培养定位模糊，学生对跨学科人才培养的认知有待提升，师生参与度整体偏低；跨学科课程开设不足，与学生实际需求存在差距；师生普遍认可跨学科人才培养的育人成效，认为跨学科学习对于学生复合能力的提升有积极作用；跨学科人才培养的效果主要受以下因素影响，包括跨学科素养在部分高校的人才培养体系中体现不足、组织与机制建设尚未满足发展要求、跨学科的课程体系建设与现实需求脱节等。在此基础上，本文提出以下路径建议：加强理念引领与氛围营造，提升师生参与跨学科人才培养的积极性；加强组织、机制建设，完善跨学科人才培养的制度保障；加强课程体系重构与师资队伍建设，夯实跨学科人才培养的核心支撑。

Abstract: Emerging technologies continue to give rise to new disciplines and areas of growth, and the demand for high-level, innovative, and interdisciplinary talent is becoming increasingly urgent in the context of economic and social development. The “New Humanities” (Xinwenke) initiative has provided new opportunities for liberal arts education and charted the direction for universities to reform their systems for cultivating top-tier, innovative talent in the liberal arts. Based on the results of a questionnaire survey, this paper describes the profiles of faculty and students’ needs regarding interdisciplinary talent development and draws the following main conclusions: some institutions have a vague positioning for interdisciplinary talent development; students’ understanding of interdisciplinary education needs to be improved; and overall participation rates among faculty and students remain low; there is an insufficient offering of interdisciplinary courses, resulting in a gap between the curriculum and students’ actual needs; both faculty and students generally acknowledge the educational effectiveness of interdisciplinary talent development and believe that interdisciplinary learning plays a positive role in enhancing students’ multidisciplinary competencies; the effectiveness of interdisciplinary talent development is primarily influenced by the following factors: interdisciplinary literacy is insufficiently reflected in the talent development systems of some universities; organizational and institutional frameworks have yet to meet developmental requirements; and the development of interdisciplinary curriculum systems is out of step with real-world demands. Based on this analysis, this paper proposes the following recommendations: strengthen conceptual guidance and foster a supportive environment to boost the enthusiasm of both faculty and students for interdisciplinary talent development; enhance organizational and institutional development to improve the institutional safeguards for interdisciplinary talent development; and strengthen the restructuring of the curriculum system and the development of the faculty to solidify the core support for interdisciplinary talent development.