重庆高教研究

学科体系建设是中国高等教育学学科建设的基本议题。面向2035年，学术界需要重审并重申高等教育学学科体系建设。高等教育学学科体系建设理应包括学科建制、学科知识、学科价值以及学科网络的体系化建设4个方面，即由建制论、知识论、价值论和关系论交织而成的理论视界。从学术议题看，学术界围绕高等教育学的学科身份、学科性质、研究对象、知识景观以及学科关系等展开持续探讨，其中对一级学科身份的追求成为一种学科生存策略，对学科性质的认定虽存在较大分歧但不乏共识，对研究对象的认识形成诸如现象、系统、组织、关系、阶段等多元观点，在知识景观方面尚未达到人们的心理预期，其学科关系伴随时间推移而产生亲缘学科的图景变迁。从实践议题看，高等教育学围绕子学科、交叉学科以及新兴学科等加强建设，基本形成结构相对清晰的学科架构；高等教育研究的学会组织较为完善、研究机构趋于多元、学术联盟日益丰富，已经搭建起体系相对完善的组织机构；高等教育学学位点由少到多、由弱到强，学位点布局呈现数量增长与布局优化的良好态势。未来，中国高等教育学应该坚持多元化与特色化并存的学科发展定位，坚持短期目标与长远目标并重的学科发展规划，坚持领军人物、中坚力量与后备人才并进的梯队建设思维，坚持学科建制与知识体系并驱的学科发展道路，坚持立足国内与放眼全球并举的学科发展胸襟，以进一步加强学科体系建设，为2035年建成高等教育强国贡献学科力量。

The construction of disciplinary system is a fundamental issue in the disciplinary development of higher education studies in China. Looking ahead to 2035, the academic community needs to re-recognize, re-examine, and re-emphasize disciplinary system construction of higher education studies. The construction of disciplinary system of higher education studies should include four efforts: “systematic development of disciplinary institutions”,“systematic development of disciplinary knowledge”, “systematic development of disciplinary values”, and “systematic development of disciplinary networks”, which is a theoretical perspective interwoven by institutional theory, epistemology, axiology, and relationship theory. From the perspective of academic issues, the academic community has conducted continuous discussions on the disciplinary identity, disciplinary nature, research objects, knowledge landscape, and disciplinary relationships of higher education studies. Among them, the pursuit of the “first-level discipline” identity has become a disciplinary survival strategy; although there are significant differences in the identification of disciplinary nature, there is no lack of consensus; the understanding of research objects has formed multiple perspectives such as phenomena, systems, organizations, relationships, and stages; the knowledge landscape has not yet met people's psychological expectations; and its disciplinary relationships have undergone changes in the landscape of related disciplines over time. From the perspective of practical issues, higher education has strengthened its development by focusing on sub-disciplines, interdisciplinary disciplines, and emerging disciplines, basically forming a disciplinary structure with relatively clear frameworks. The academic societies for higher education research are relatively well-established, research institutions tend to be diversified, and academic alliances are increasingly rich, thus establishing an organizational system with relatively complete structures. The number of academic degree programs in higher education has grown from small to large and from weak to strong, and the distribution of these programs shows a positive trend of quantitative growth and optimized layout. In the coming decade, China's higher education studies should adhere to a disciplinary development orientation that combines diversification and specialization, a disciplinary development plan that emphasizes both short-term and long-term goals, a echelon building philosophy that promotes the simultaneous advancement of leading figures, core forces, and reserve talents, a disciplinary development path that drives both disciplinary institutions and knowledge systems forward, and a disciplinary development vision that integrates a focus on domestic needs with a global perspective. By doing so, we will further strengthen the construction of the disciplinary system and contribute disciplinary strength to building a powerful country in higher education by 2035.