Colleges and universities in China have been applying for majors according to the unified professional catalogue and requirements, setting majors according to the unified name, offering courses and teaching according to the unified training objectives and specifications, which restricts the diversification of talent training in colleges and universities and is not conducive to establishing their own professional school-running characteristics according to their own actual conditions. Therefore, the unified examination and approval system of the Ministry of Education should be changed, and the right to set up majors should be gradually delegated to schools, so that colleges and universities can set up majors independently according to law and improve the market sensitivity and social adaptability of undergraduate majors.
After the decentralization of professional rights to local governments, due to lax examination and approval, it is easy to cause similar professional settings. Therefore, the provincial education administrative departments should strengthen the examination and approval management of professional settings and strictly control the number of examinations and approvals for each major.
2. Government macro-control
In the government's control mode, different control policies are adopted according to different types and levels of majors, such as the protection policy for basic disciplines and the liberalization policy for applied majors. In addition, the macro-control of the government should be combined with the self-regulation initiative of colleges and universities, which is the limited control of the government and the limited autonomy of colleges and universities.
The content of supervision has changed from regulatory supervision to protective supervision. The so-called supervision means that the government is meticulous in supervision, and the indemnificatory supervision means that the government implements management by objectives to ensure the realization of the overall social goals of higher education. 1. Basis of Specialty Setting
Social-oriented values advocate that the setting of majors and courses should be based on social occupations and their needs; Discipline-oriented values advocate professionalism.
The value of the course lies in the inheritance and innovation of knowledge, academic exploration and research, the promotion and development of disciplines, and people-oriented.
Values require the restoration of the intrinsic value of education. Colleges and universities have "freedom of teaching" and "freedom of learning", and students can freely choose and change their majors according to their own interests and wishes.
At present, the current situation of specialty setting in colleges and universities in China is too subject-oriented, so it should be inclined to social demand-oriented, and re-examine and consider the specialty setting in colleges and universities according to social demand and market feedback information.
As far as the current situation in China is concerned, the adjustment of majors should be based more on students' standards and the cultivation of students' comprehensive quality, so as to enhance students' ability to adapt to society.
2. Principles of major setting
From the school level, Bao Rong put forward four principles to optimize the specialty setting: the adaptive principle to meet the needs of local economic and social development; The key development principle of highlighting characteristics and paying attention to connotation construction; The principle of sustainable development in harmony with discipline construction; The principle of harmonious development focusing on scale and benefit.
The specialty setting in colleges and universities should also conform to the principles of scientificity and feasibility, that is, the specialty setting should conform to the educational law and set up suitable majors according to the actual situation of the school.
3. The problem of talent training mode.
The training mode of "professional" talents in colleges and universities in China has gradually exposed its drawbacks. In order to adapt to the establishment of China's socialist market economy and the rapid development of science and technology, the traditional talent training model must be reformed.
The relationship among disciplines, majors and courses in China can be summarized as the generation route of specialty-discipline-course, that is, students choose their majors first, and then study established disciplines within the scope of their majors. Once the major is selected, the subjects studied are fixed and difficult to change. Compared with the flexibility and freedom of choice brought by the American mode of taking courses first and then taking majors, the mode of taking courses first in China is extremely unfavorable to the free development of students. Therefore, it is suggested to break the talent training mode of defining disciplines by disciplines and try to set up disciplines by disciplines.
4. Curriculum construction.
For colleges and universities, curriculum is the cell of specialty, and professional education is realized through curriculum, which is the starting point of professional connotation construction. Schools should fully understand the important position of curriculum reform in talent training, deepen the reform of teaching content through curriculum integration and reorganization, establish a curriculum system that adapts to economic and social development, and promote the construction of professional connotation by optimizing the curriculum system.
"Desalinate majors and strengthen courses" is a way and method to fundamentally solve the contradiction between the cycle lag of discipline majors and their talent training and the rapid demand of talent market.