一流学科与一流大学——兼论五个“一流”的关系

时间：2024-05-09

□ 彭道林

一流学科与一流大学
——兼论五个“一流”的关系

□ 彭道林

大学若想成为一流，势必要有一流的学科，特别是文与理中的主要学科。一流大学所关心的是提供给学生以高深的学科知识，高水平大学的注意力集中在学科建设上。高水平的学科是高水平的、众多课程的支柱，而一个适当组合的课程群就是一个专业。同时，在中国的体制下，一流大学需要有一流校长。而且，一流学科是以一流师资为后盾的，亦必应培养一流人才。这就是一流师资、一流学科、一流人才、一流校长和一流大学这五个“一流”的联系。

一流大学；学科；校长；师资；人才；“双一流”

中国人有一流情结，盼望自己国家有一流大学。这种情结是一种觉醒。在农耕时代，大学的意义很有限。进入工业革命，在工业化的浪潮中，大学的地位迅速上升。到了信息经济或知识经济时代，大学的地位几乎具有决定性意义。发达的高等教育是发达国家必备的条件。中国在走向发达的过程中，也期待有自己的一流大学。

我们看到硅谷，它的经济繁荣就离不开斯坦福大学、加州伯克利分校、加州理工大学。人才离不开它们，科学技术离不开它们。又可看到波士顿工业园区离不开哈佛，离不开麻省。中关村经济区紧靠着北大、清华；武汉工业园区紧靠着武汉大学、华中科技大学。当今，一流的经济、一流的强国，必须有一流的大学做后盾。

这里，我们特别讨论一下一流学科与一流大学的关系。一流大学所关心的不是学生就业，而是提供给学生以高深的学科知识，未来他们就有比别的院校的学生更宽阔的择业余地。一流大学所直接关心的，也不是专业，有了强大的学科，就可提供千门万门课程，而一个适当组合的课程群就是一个专业。高水平的学科是高水平的、众多课程的支柱，故而，高水平大学的注意力集中在学科建设上。

特别关注哪些学科呢？学科类约有十一二个，一级学科80多个，二级学科360多个。一所大学不可能在所有二级学科上都很出色，在一级学科上也都只能是集中于少部分上。那么，一流大学会对其所发展的学科有所选择吗？不可能不选择，不可能大面积开花。

是不是只要有一批一流学科，便一定可以成为一流大学呢？有人说，有10到12个一流学科，就是一流大学了；但只有10至12个一流工科，就只能是一流工科大学，还算不上一流大学。这不单纯是一个数量问题，还有学科结构问题。仅有一流的工科，甚至是一批数量可观的一流工科，也成不了一流大学的例子并不少见。

麻省理工大学（MIT）的历史很能说明问题。直至20世纪初的20多年里，麻省一直是工科为主，特别是土木所占比例很大，占七成以上。然而，那时的麻省只能是二流三流大学。

当年的哈佛没有工学院，正希望麻省能合并进来。但麻省的董事会怎能甘心合并，他们便自找出路了。首先是从哥伦比亚大学请来了物理学家康普顿。开初，康普顿有点犹豫，这样一所只有工科传统的大学能改变过来吗？董事会向康普顿表示，你来任校长后，一切听你的了。康普顿接手后，立即发展理，且发展文，著名的语言学家乔姆斯基就出在MIT了。麻省为学生开出了80门音乐课程，全校3 000学生修读音乐。这样，MIT文理都发展起来了，经十余年努力，麻省成为全美一流大学，故而也成了世界一流大学。

此时的哈佛仍然没有工，而麻省有了文和理。这个事实说明了不同学科的不同地位，没有工仍可以是世界一流大学，而只有工，无论如何成不了一流。

清华大学走过一段与麻省相反的道路。本来，清华是文理工十分齐全的一流大学，20世纪50年代初院系调整后，只有八个工科了，遂降为二流大学。改革开放后，清华再度恢复齐全的文理工，并迅速崛起，它所拥有的优良传统仍在那里。

湖南大学走过一段与清华类似的道路。几乎在同一时期，类似清华、湖大的情形还相当普遍。与此同时，那时候的中国大学亦必然地与一流更是渐行渐远了。

越是高水平大学越要按大学自身的逻辑去运行。越是发达的社会，大学越超然；大学越超然，它对社会所起的作用越大。此时，不是大学要过多去考虑经济、文化发展的需要，而是经济、文化的发展需要更多想着大学。

高等教育理论中，曾有一种“适应论”。其实，职业院校可能需要较多地考虑适应，高水平的大学是不太关注适应的，它更多关注人本身，从而在根本上它适应了一切之所需。故而，“适应论”不适合高水平学科，不适应高水平大学。

还有一个“对口论”，较之“适应论”还进了一步。然而，职业教育是对口的，而高水平大学不对什么“口”。哈佛大学对着什么“口”？北京大学对着什么“口”？实在要说对口，它们那个“口”可大呢，北京大学对着全中国，哈佛大学对着全世界。

北大、清华都想办成世界一流，这是它们的愿望。大学的愿望，也反映了我们民族的愿望。可是，宏观上的、体制上的制约力不小。所以，中国高等教育必须深入改革，否则，一流何在？然而，人们都看到，在各个领域的改革中，教育领域是相对滞后的。这个问题的解决，超乎了大学自身的能力，外部约束太多了。

高水平大学直接关心的是学科。学科是科学下的分类；专业是教育学下的分类；职业是社会学意义下的分类。大学为真理而真理、为科学而科学，远离功利，因而也是一种纯净。从这个意义上看，一流学科才真正代表了大学自身。

现在该正面地具体地讨论一下，什么学科，什么一流学科，对高水平一流大学更重要了。

简言之，就是文理。一所高水平大学必不可少的是，强大的文学院和强大的理学院。强大的文学院之中，最重要的是文史哲；强大的理学院之中，最重要的是数理化。学好数理化，走遍天下都不怕；学好文史哲，能把上苍看透彻；学好天地生，能在宇宙中穿行。

如果把大学比喻为一座空中堡垒，那么，文学院和理学院便是它的两翼，有了这两翼，它就可以腾空而起，展翅高飞。

在文学院这一翼，便伸展出法学院、商学院、神学院（或宗教学院）、管理学院；在理学院这一翼，便伸展出工学院、农学院、林学院。900年前，最早的大学是古典四院：文学院、神学院、法学院、医学院。文为首的事实一直延伸下来，且必将永久存在。那时，自然科学尚不发达，直至牛顿时代之后，理学院才登上大学舞台，充分展开也经历了两三百年。

对于文理两翼，我们还可以这样看：文研究着人间，理研究着世间，以大自然为对象。由此，我们可以把文学院、理学院的整体作用与地位看得更清楚。

我们还可以这样说，文学院是让我们仰望天空的，理学院是让我们俯视大地的。

还有一个被普遍认可的观念：没有一流的文，就没有一流的理；没有一流的理，就没有一流的工。从历史看也清楚，文产生了几千年，理产生了四百年，工则只有两百年左右的历史。希腊人已有物理学，但那是在哲学视野下的。这个悠久的历史，也可以帮助我们理解今日的大学及其与学科发展的关系。

近代以来，首先是欧洲的科学家们，他们深知文学艺术对他们有多么的重要。我们中国今日的科学家们，也十分明白，人文修养对自己的发展有多么重要。今日的中国教育也终于明白，早早的文理分家，是不利于杰出人物的涌现的。

一流学科、一流大学，落脚点在能培养一流人才，否则，怎么好说学科一流、大学一流？

一流学科、一流大学需要一流的校长吗？一流学科、一流大学、一流人才、一流校长，这四方面都有联系吗？我们最后来讨论一下校长问题。这涉及什么是一流校长的问题。什么是一流校长？蔡元培、梅贻琦是一流校长；艾略奥特、博克、赫钦斯是一流校长。一流校长是什么呢？他必须具备两个条件：第一，他有思想，有理论；第二，他曾有效治理过一所大学。两者缺一不可，只有前一桩，可称之为教育学家；只有后一桩，可称之为教育践行家。

什么学科出身的校长成为一流校长的可能性大一些？蔡元培从事美学研究，哲学的一个分支；梅贻琦研究理学，曾在台湾担任原子能研究院院长。艾略奥特是学理学，博克是研究法学，赫钦斯学的是文学、法学。文理相比，文尚偏多。

中美之间曾有一个交流项目，双方各出十位校长进行交流。其中的一次，双方校长论起了学科出身，中方十位中，九理一文；美方十位中，九文一理。然后大家论及如此之大的反差，谁更合理。最后，20位校长一致认为，九文一理更合理。

中美双方的校长中，无一是工科出身的。这一现象偶然吗？尽管九理一文没有九文一理那样合理，但没有工这一点是共同的、合理的。为什么呢？

显然不能说工科领域里的人不聪明、不智慧，但是，一直从事工科，其思维特点必与工科有关了。然而，工科思维不适宜于大学管理。大学管理不是靠程序化的，不是靠绘图纸的；大学管理靠的是人心，是理念。换言之，软管理较之硬管理重要十倍以上。

管理和治理大学，要思考大学是什么，什么是大学，大学做什么。学工的，可能只思考第三个问题；学理的，有可能思考后两个问题；学文的，极有可能仔细思考第一个问题，从而或许会更有大学自觉，更知大学应向何处走。

我们这里曾有过工科出身的担任校长，效果大多不佳。原因也容易想到了。

有人说，一个好校长，一所好大学；一所好大学，一个好校长。有人说，校长是大学之魂，也有人说教授是大学之魂，对此，或许需要作一些具体的分析。

魂是神性的，校长是魂或教授是魂，应当都是指他们体现的精神、思想、信念、态度等。在中国和美国，这样说大体上没有问题，并且说得也很到位。但在欧洲，校长的作用没那么大，地位也没那么重要。因而，一所好大学，一位好校长，以及校长乃大学之魂的说法不适合欧洲。有人说到洪堡，但洪堡是以创办柏林大学著称，以提出了大学科研职能而著称；整个欧洲没有名校长，洪堡也不例外。原因就在于，在美国、中国，是校长代表大学，并与社会打交道；而欧洲大学的教授直接对外打交道，有校长，但作用不大，任期也短，教授们也不愿去做校长。教授乃大学之魂，这对欧洲还是适合的。但是，一流大学必有一流校长之说对欧洲也就不合适了。如蔡元培，如赫钦斯，这类杰出校长，欧洲没有。

这样，从大学校长中涌现出来的杰出教育家，在美国有，中国有，欧洲却没有。

当今中国的大学，若想成为一流，势必要有一流的学科，特别是文与理中的主要学科；同时，势必要有一流校长。然而，由于体制上的原因，很难有一流校长出现。本可成为，本人亦有条件成为一流校长的，也难以现实地成为一流校长。或许，偶然有人从狭缝中奋斗出来，特立独行，善于巧妙周旋，并因此而成为杰出校长的，当属十分幸运了。其个人及其所在学校也幸运。

一流学科与一流大学在欧洲可以同时出现，但在中国、美国这样的机制下，一流学科、一流大学、一流校长是同在的。因此，一流学科与一流大学关系的讨论更具有普遍意义。

一流学科是以一流师资作后盾的，亦必应培养一流人才。如此一来，一流师资、一流学科、一流人才、一流校长和一流大学这样五个“一流”就联系起来了。

（责任编辑黄建新）

Abstract：In August 2015， the Overall scheme to push forward the world first-class university and the first-class discipline construction approved by a central leading group for "comprehensively deepening reform" further defined the guidelines and concrete goals of the Party’s and the nation’s building world-class university， and explicitly proposed to construct world-class universities through building of world-class disciplines. In October 2015， the Thirteenth Five Year Plan approved by the Fifth Plenary Session of the 18th Central Committee of the Communist Party of China put forward again that we should greatly improve colleges and universities’ teaching quality and research capabilities， and make a number of colleges and universities and some disciplines stand at or near the world top-class level. “Double world-class building” will be the central theme of China’s higher education reform and development for some time in the future. This overall scheme， together with major initiatives by the Ministry of Education， the National Development and Reform Commission and the Ministry of Finance to guide the local undergraduate colleges and universities to application transformation， will reshape the landscape of China’s higher education.

To carry out the “Double world-class building” program with considerations of their local factors，Guangdong Province took the lead in formulating their plans of“7+7”regional high-level university construction and top disciplines building， as well as the plan of constructing the high level universities of science and technology. Under the stimulus of Guangdong province， other provinces quickly announced their construction plans of world-class disciplines. Beijing opened“construction plan of excellence innovation center of universities and colleges in Beijing”.Thirteen Beijing excellence innovation centers of colleges and universities were got firstly approved， like Tsinghua University’s future sophisticated chip technology innovation center. Shanghai officially started a peak-plateau construction plan for key disciplines， which would make an investment of 3.6 billion Yuan in the first phase， and strive to promote the overall strength of disciplines of Shanghai’s colleges and universities to a new level with about 20 First-Grade disciplines and a number of academic disciplinary sub-fields uplifted to the internationally first-class level in 2020. Zhejiang Province issued the "Notice of the Education Department of Zhejiang Province on the selection of the first-class disciplines"， which planned to launch the construction of world-class disciplines in Zhejiang in the Thirteenth Five-Year Plan. Central and western provinces in China were vying with those leading provinces and municipalities for development in education. Shaanxi province launched the Shaanxi Discipline Construction and Development Plan （2016-2020）， which planned to build in the future five years a number of disciplines to the level of international fame and domestic advantage in a bid to enable them to have the right working and research conditions to produce research fruits and innovative talents. Henan provincial government also issued a notice of Henan Province implementing the program of building advantageous and specialty disciplines ， which declared Henan would create a group of world-class advantageous disciplines and specialty disciplines of comprehensive strength among the forefront of the domestic counterparts. The common characteristics of these reforms are to develop world-class universities and high level universities by constructing disciplines. Driven by the “Double world-class building”， China’s higher education has entered a new era of regional development.

To build world-class universities and world-class disciplines in China needs to break through three barriers. The first is an institutional barrier， namely， the problem of "system and structure" at the macro level. Its core is how to deal with the relationship between the government and the university. The key is to implement the university autonomy. The second barrier is the management obstacle. The "organization and management" problem at the middle level. Its core is how to deal with the relationship between academics and university administration. The key is to implement autonomy of the grassroots academic organizations （institutes， departments， research institutes）. The third is the technical barrier--the problem of "knowledge and the curriculum" at the micro level. Its core is how to deal with the relationship between teaching and research. The key is to promote the integration of discipline， specialty and course. We believe that the breakthroughs in technical and management barriers are based on the breakthrough of the system barrier. In the case of the external system is difficult to change， if we carry out the reform of University unilaterally， it is difficult to achieve the desired results， so it is necessary to leap beyond education to look at education. At the same time， we must give full play to the initiative of the organization. Even if the system is difficult to change， the university organization can still carry out technological innovation and management innovation.

Key words： world-class university； world-class discipline； university autonomy； autonomy of the grassroots academic organizations； integration of teaching and research

Abstract： In the process of the transformation from a country of massive higher education to one of powerful higher education， the appropriate separation of the academic power and the administrative power is the inevitable trend in higher education in China at present. National universities have made a lot of active attempts and exploration in this respect， which reflects the public expectation of the separation. And it indeed has pushed the appropriate separation of the two powers， and in many ways also achieved positive results. However， universities have vague and biased ideas and understanding of the separation in their practices. The first bias is that they think de-administration is to simply abolish administrative levels. Actually， de-administration is not merely about the abolition or cancellation of the administration， but about the rationalization of the relationship between the two powers， thereby effectively curbing the erosion and substitution of the administrative power to the academic power. The second bias is that they think the separation of the two powers is simply to exclude the group with the administrative power and to artificially divided the intrinsic relevance and interaction between the two groups. We believe that moderate separation of the two powers lies in whether the academic power is running in accordance with the principles of academic operation and whether the administrative power is operating in accordance with the principles of the administrative operation. The key to the separation of the powers is not the isolation of personnel， but compliance with their respective rules of operation.

For universities， cultivation of talents and promotion of the academic prosperity are the endogenous power of their development. Academics as its essential attribute also gives the university governance unique dual power structure which restricts and supports each other as well. The relationship between the two powers is not the absolutely opposite， but interdependently dialectically unified. Firstly， they are mutually independent and mutually contradictory. Administrative power advocates the promotion of the efficiency and the decrease of the cost， and it has formidable executive capacity which the academic power cannot reach. If its coerciveness cannot be appropriately restricted， it may jeopardize the freedom and autonomy of the academy. The academic power represents professional authority that seeks the truth. It has the power to influence and dominate academic affairs and it also has properties like fragilities， autonomy and democracy. Secondly， the powers are mutually connected and mutually unified. The development of universities relies on the support of the powers which always coexist inside the universities and are integral parts of a university. Even though the division of the responsibilities and specific interests are not the same between the two powers， the basic interest is the same and for that they are highly unified. Thirdly， “the operation rules of the two powers are different.” If the academic power and the administrative power represent pursuit of truth and of efficiency respectively， the substantive characteristics are widely different and the operation rule of the powers are different too.

At present， the crux of the relative separation between the two powers is to enact the basic principles of appropriate separation：（1）Reciprocity principle of power and responsibility；（2）Principle of power restriction；（3）principle of operation transparency.

In sum， the principles above do not mean to make the two powers contradictory. If we can only see the conflict of the two powers， we will go against the original intention of the separation. We cannot simply classify the administrative power and the academic power by personnel position. The appropriate separation of the two powers is to realize better cooperation between the two powers. And it can perfect the power governance system in the university and accelerate the return of the academic nature.

Key words： university governance； modern university system； Academic power； administrative power； power equivalence； power restriction

Abstract： The term， "higher education"， is the combination of "higher" and "education". As a historical and dynamic concept， its connotation and extension changes according to the change and development of higher education and society. Up to now， researchers have not reached a unified understanding. Higher education has different definitions in different countries at different times.There are definitions of higher education from the perspective of the relationship between higher education and secondary education， and those in terms of the characteristics of higher education， as well as those from the perspective of the nature of higher education.

Higher education is an activity of teaching and learning of specialized knowledge on the basis of the basic education. Higher education is not only an educational activity based on the basic education， but also a professional education activity focusing on the advanced specialized knowledge.The extension of higher education has changed a lot with the transformation of higher education from elite education to popular mass education.

The characteristics of higher education are mainly manifested in the following aspects： firstly， the maturity of the receivers of higher education.The students of higher education are adults， aged over 18 years （including 18 years）. During this period， the physical and mental development of individual tends to be stable and mature： students’ physiological development tend to be stable； their psychological development tends to mature； their character basically finalized； and their intellectual development is reaching its peak. Secondly， the advanced nature of higher education’s content. Higher education is the activity of teaching and learning centered on specialized knowledge， which is the logical starting point of higher education. Thirdly， the professionalism of higher education.This expressed in the professionalism of educators， education content and educated person. Higher educators have professional background， and they are mostly senior intellectuals who have a wide range of knowledge. The education content of the higher education is not the popularization of general scientific and cultural knowledge， but the profound knowledge. Educators of higher education are adults with physical and mental maturity， and they have the appropriate admission conditions before they can enjoy the higher education. Fourthly， the flexibility in higher education. This is embodied in the flexibility of the subjects setting of higher education specialty， the flexibility of the teaching mode of higher education and the flexibility of the mode of running a school in higher education institutions.Those who meet certain standards of higher education institutions， can set the appropriate specialty. The time， place and teaching method of higher education can vary from person to person， because courses are different， and the place is different. Institutions of higher education can combine the advantages of their own characteristics， according to the needs of the country， local characteristics of higher education. Fifthly， the synthesis of Higher Education. It is embodied in the comprehensive diversity of the level and structure of higher education， the comprehensive complexity of organization and management， and the synthesis of teaching. In addition to undergraduate education， higher education is undergraduate education as well as graduate education.

Colleges and universities should not only set up institutions of management and teaching， but also consider the institutions of scientific research and institutions of social services.To the point of teaching，the curriculum， teaching content， teaching methods， teaching power are comprehensive， the structure of knowledge and skills， ability are professional comprehensive knowledge.With the development of the times， the comprehensive performance of higher education is becoming more and more prominent.

Higher education and basic education， post secondary education， tertiary education， adult education，university education， continuing education， colleges and universities， university and other concepts are linked but different， which needs to be strictly distinguished.

Key words： higher education； concept of higher education； connotation of higher education；extension of higher education； characteristic of higher education

Since the opening-up， the college foreign language education in China has achieved great success，mainly in popularizing and satisfying the interests of foreign language learning as well as meeting the test requirements. However， there are still many open problems to be solved. First of all， more than 1100 undergraduate universities across the country offer the same English major curriculum， and the course content only lay emphasis on humanism， neglecting the function as an instrument. As a result， the enrollment and employment for the major （English） has met the “Red Card” （issued by the Ministry of Education of the People’s Republic of China， i.e. majors with high unemployment and under risk）in recent years. Secondly， foreign language teaching （mainly English） of non-English majors only pays attention to spread western culture， rarely meet the demand of the language education for professional development. In addition， traditional foreign language teachers’ lack of subject knowledge， the relative monopoly of teaching materials with their uninformative contents also cannot meet the learning needs of different majors .

At present， the college foreign language education of China is experiencing significant transformation and reform period （i.e. the new normal）. Under this background， this article attempts to explore the following reform strategies： first， strategically， there should be an enforcement of a supply side reform in national level， a macro-control of major setting and the curriculum reform of foreign language connotation. Second， the foreign language education should be interdisciplinary or offer interdisciplinary knowledge， in the form of “Foreign Language plus Profession”. Third， the foreign language education for non-English majors should pave the way for professional knowledge learning， focusing on the functions of both instrument and humanity simultaneously， and eventually serving the students’professional development. It also needs to strengthen the teaching of the knowledge of ESAP （English for Specific Academic Purpose） and eventually enter the ESP （English for special purposes） education. Fourth， the teaching staff development should change in accordance with the talent market demand and college orientation， implementing the cultivation of interdisciplinary， “double-qualified”， “dualtalented”and multidisciplinary background teachers so as to truly cultivate inter-disciplinary talents. Fifth， we should break the partial monopoly of textbook supply， all of which should be classified and used in accordance with professional needs of the school， avoiding “large-scale and unified， and the one-for-all ”textbooks. We should avoid using the so-called “planned” textbooks which are supported by the government or appointed by the Advisory Committee of English Language Teaching. As for the compiling of textbooks， the representatives from different industries and graduates from diverse universities should be involved besides the experts and professors. Sixth， teachers’research should not be confined to the traditional study of language， literature and culture， all editors in chief should respect the interdisciplinary findings and application studies of fashion language. Seventh， teachers’evaluation system should be diversified， the form of language teaching should respect the combination of guided study and autonomous learning. Foreign language education should not overemphasize full foreign language teaching process， a moderate， enlightening， proper interpretation in mother tongue should be respected. Eighth， language practice teaching needs to be diversified， the practice mode of “Internet+ offshore internship” should be advocated when practicing base is limited.

Besides the mentioned points above， the college foreign language education of China should also be geared to international standards， learning and borrowing the language policies of European and American countries to establish its own standards and certification institutions for language ability， while implementing national long - and medium - term language strategy and planning. It should launch both general and elite education. Also， majors in majority languages should not be added blindly，while minority languages should not be neglected which are urgently needed for political and economic development. Curriculum should have more flexible and elective courses rather than inflexible ones，which tends to enhance the development of students’ character and individuality. In foreign language teaching， cultivating students’ practical ability and bringing in teaching contents of Chinese traditional culture should be emphasized， helping students to build an overall view combining Chinese and western culture.

Key words： foreign language education； challenge； new normal； reform strategy； supply side reform

AThe college class， from the perspective of ecology， is essentially a microcosmic ecological space，in which the knowledge is transmitted through the interaction of the class ecological factors including teachers， students， class environment， and so on. The ecological space requires the interaction and balanced development between the spatial factors in a special space to produce the maximum of its value. Based on the feasibility of application of ecological space theory in the microcosmic class， the college class space in China has been in the state of ecological imbalance in structure， effect and behavior. In structure， the dense spatial scale due to overfilled students results in the silence of most of the students，the barrier for teacher-student relationship leads to the consequences of ill communication or even opposition between teacher and students and students’ nutrition of knowledge is insufficient because of inadequacies of teacher’s knowledge with the informationized society or teacher’s over-independence on information. The “flowerpot effect” is the reflection of imbalance of effect. On the one hand， the college students are used to studying passively and living in a limited space with lack of adaptability and competition， and the students with a heavy “flowerpot effect” results even in a psychological depression； on the other hand， teachers can not meet the demands of students’ knowledge due to the their outdated knowledge in the fast changing age. In behavior， the students’ spatial heterogeneity is blocked by teachers’ monotonous teaching methods and strategies. The class behaviors are “standardized”by “standard” requirements and answers. The behavior of students’ homogeneity leads to want of individuality and creative consciousness which further prophesies the non-efficiency of social behavior.

Accordingly， it is necessary to adjust the ecological niche of ecological factors. Under the macrocosmic educational policies. We should at first adjust the class space scale to keep the students’optimal density. In the case of the set number of enrollment， we can arrange the class space through frequent change of seats， different position of teaching tools and equipment and other measures to realize the ecological balance of class space and break the barriers of teacher-student communication to obtain the maximum value of class teaching. On the basis of unblocked class spatial scale， the substitution of the fresh-water effect for the “flowerpot effect” is the key of constructing the ecological class space. Fresh-water effect requires teachers， for one thing， to adapt themselves to the changing society， update their teaching methodologies and perform multi-actors in the class space， and students， for another， to change their study habits and be positive to study. Only under the conditions of cooperation between teacher and students can the fresh-water effect be ecologically established in class space. Finally， the regulation of class spatial behavior and establishment of dialogue mechanism is the guarantee of constructing the ecological class. The effective performance of Bakhtin’s Dialogue can fully activate the class spatial behavior and establish an active and orderly dialogue class， in which the students are encouraged to develop heterogeneously their individuality which paves the way for the further competitive social behaviors. Class spatial balance， like other ecological balance， is a dynamic one. Accordingly， we should frequently arrange the class spatial scale， adjust the class behavior and integrate all the class factors to produce the maximum usage of class materials to carry out， microcosmically， the maximum ecological value of college education through the research of the structure， function and its interrelationships between the parts of the classroom spatial ecology.

Key words： college classroom； spatial ecology； spatial structure； spatial effect； spatial behavior；imbalance； reconstruction

Abstract： From the logical deduction of the concept of power， all power relations have three basic attributes： extensiveness， comprehensiveness and strength. As a starting point， university student power，opposed to the administrative power and academic power，has special essence different from other powers. University student power has basic attributes of the generality of power qualification， the definiteness of domain scope and the external dependency of implementation effect. The generality of power qualification refers to the college students’ general power as the national citizens， the university subjects and education consumers in different social environment. The definiteness of domain scope refers to the college students’ power range limited in the power field of the administrative management， the educational management， logistics service and self management. The external dependency of implementation effect refers to that of the power of university students relies on the recognition， respect and acceptance of the legality of the administrative power and academic power.

Both logical reasoning， and the development of the evolution of history and reality， student power exists in university power structure and should constitute an important part of the power structure of colleges and universities. Respecting and highlighting students’ power is not only beneficial to exert students’ main body status， maintain students’ vital interests and realize the essence value of the student power， but also to balance the administrative power and academic power， promote the internal democratic management in colleges and universities and realize the added value of student power. But the power of university students faces some practical difficulties， such as lack of power awareness and system design， organization alienation and meeting with resistance in practice. Therefore， colleges and universities should ensure the recognition， respect and realization of the student power by strengthening ideology， perfecting the system design， strengthening the organization and building operation mechanism in the framework of the modern university system.

Firstly， strengthening the awareness of student power is the precondition. The organizers of universities should change their educational ideas and stick to the educational philosophy of “students’interests first”； the administrators of universities should enhance the awareness of respecting student power and establish the management philosophy of students’ self-management； the teachers of universities should recognize and respect the main body status of students， and safeguard the students’legal rights； college students should strengthen citizen consciousness and the concept of the rights protection. Secondly， perfecting the system design of student power is fundamental. The country should guarantee the students’ legal rights by formulating and improving laws and regulations； colleges and universities should provide feasible implementation path for effective operation of the student power by formulating and perfecting university statutes， and set up supporting systems which are mutually supportive with internal and external rules and regulations. Thirdly， strengthening the organization construction of student power is the guarantee. Universities should construct “co-governance” platform for students to participate in， and ensure students to participate in all the decisions related to their interests； universities should correct the alienated student union and student congress， and enhance their independence and autonomy； universities should create an operation platform of student power with organizational form of committee； universities should establish corresponding organization to guide and monitor the application of student power. Fourthly， building operation mechanism of student power is the key. Universities should establish authorities with student power， administrative power and academic power coexisting harmoniously； universities should build the mechanism of supervision and balance of the above three kinds of power to prevent students from lack of voice and conflict of collective action；countries should set up judicial intervention and review system of university internal management， and guarantee the legitimate rights and interests of students have the necessary judicial relief； universities should delimit reasonable boundary of student power， and ensure the correct exercising of student power.

Key words： power of student； power property； power value； perplex of student power； modern university system

Top Discipline and First-class University

PENG Dao-lin

If a university wants to be a first-class university， it is bound to have the top discipline，especially the major subjects in Liberal Arts and Science. The first-class universities are concerned about providing the students with advanced subject knowledge， and the high-level universities pay attention to the discipline construction. The high-level discipline is the pillar of many high-level courses， and an appropriate combination of courses is a specialty. Meanwhile， in the system of China， the firstclass universities need to have a first-rate president. Moreover， the top disciplines rely on the first-rate teachers， and it must cultivate first-class talents. As mentioned above， they are the connections between the five 'first-class'.

first-class university； discipline； president； teachers； talents；top discipline and firstclass university

"Double World-Class Building": System， Management and Technology

ZHOU Guang-li

Discussion about moderate separation rather than isolation of academic power and administrative power

HAN Xi-ping WU Qin-yu

Interpretation of Higher Education

HOU Huai-yin GUO Jian-bin

Challenges and Strategies for College Foreign Language Education Under the New Normal

LI Ming-qing

Imbalance and Reconstruction of Ecological Space: Microcosmic Reflection of College Class

NING Yun-zhong

Rational Thinking on University Student Power