关于大学学科建设与本科教育共荣的思考——以浙江工业大学为例

对高水平教学研究型大学而言，其人才培养、科学研究和社会服务三大职能，主要通过学科来具体承担。因此，对于以高水平教学研究型大学为建设目标的高校而言，必须坚定地把学科建设作为学校工作主线，这本身是符合高等教育发展规律的。但是，以“学科建设为主线”并不是否定人才培养（本科教育）是大学最根本的职能——恰恰相反，通过以“学科建设为主线”、大力提升学科水平来实现高质量的人才培养（本科教育），是高水平教学研究型大学所要追求的目标、也是高水平教学研究型大学的重大优势（同教学型大学比较）。然而，就理论而言，学科建设和本科教育之间并非是简单的同一逻辑关系；从实践来看，学科建设和本科教育之间的关系并非“天然和谐”而是不断疏远。这不仅给学科建设带来不利影响，更为严重的是破坏了（本科）人才培养的生态环境。为此，建立教学研究型大学学科建设与本科教育共荣的体制机制——树立正确的观念、设置适切的基层学术组织、实行有效的政策，对于建设高水平教学研究型大学而言，具有重大的理论价值和实践价值。

On the Co-prosperity of Discipline Building and Undergraduate Education in Universities--A Case Study of Zhejiang University of Technology

For a high- level teaching- research university, its three functions including the cultivation of talents, scientific research and social services are mainly undertaken by its specific disciplines. Therefore, a university with a high-level teaching-research goal must take the discipline building firmly as its main line of work, which conforms to the development of higher education law. However, the rule of ＂discipline building as the main line＂ does not mean to deny the cultivation of talents （undergraduate education） as the most fundamental functions of the university. On the contrary, upgrading the discipline level to realize the cultivation of quality people through the rule of ＂discipline building＂ is not only the goal but also the major advantages of high- level teaching- research universities as compared with teaching-orieted universities. However, theoretically speaking, the relationship between discipline building and undergraduate education is not the same and simple logic relationship; practically speaking, the relationship between discipline building and undergraduate education is not a ＂natural harmony＂, but continuing to alienate. This will bring adverse affects to discipline building, and destroy the ecological environment of the （undergraduate） training seriously. Therefore, it is of great theoretical and practical value for high- level teaching- research universities to establish institutions and mechanisms for the co-prosperity of discipline building and undergraduate education, including establishing correct concepts, setting up appropriate basic academic organizations and implementing effective policies.