随着区域国别学正式成为交叉学科门类下的一级学科,区域国别研究人才培养获得了制度性保障,同时,人才培养相关的理论问题也成为学界讨论的热点问题,被置于研究议程的优先位置。在区域国别研究人才培养中,有三个重要的结构性问题亟须回答:一是如何实现“工具性知识”与“学科性知识”的协调;二是如何实现“领域专注”与“地域专注”的协调;三是如何实现知识素养、能力素养与价值观素养的协调。这三个问题的关键可归为如何实现本科阶段与“后本科”阶段的协调。区域国别学人才培养的“T型模式”尝试在统一框架下对这三个问题做出回应。该模式兼顾共时与历时维度,秉持“博通”与“专深”原则,对从“通识型知识导向”经由“学科领域导向”向“地域问题导向”再到“综合导向”的有规划、渐进式人才培养模式展开探讨,旨在为中国的区域国别学人才培养提供一个超离于单一学科的,具有一定普遍指导意义的模式。

As Area Studies has become formally recognized as a primary discipline within the interdisciplinary academic category, its talent cultivation has gained institutional support. Concurrently, theoretical issues related to this cultivation have emerged as hot topics in academic discussions, receiving priority on research agendas. We identify three critical issues in the cultivation of talent in Area Studies that demand immediate attention: firstly, ‘reconciling instrumental knowledge’ with ‘disciplinary knowledge’; secondly, balancing ‘focus on subject fields’ with ‘focus on geographical areas’; and thirdly, harmonizing Academic Proficiency with Skills Proficiency and Social and Ethical Awareness. The essence of these issues is the coordination between undergraduate education and ‘post-undergraduate’ phases. To address these challenges within a unified framework, we propose a ‘T-model’ for talent cultivation in Area Studies. This model integrates both synchronic and diachronic dimensions, embracing principles of ‘breadth and depth’. It explores a planned, progressive talent cultivation approach, transitioning from a ‘general knowledge orientation’ to a ‘field orientation’, then towards a ‘regional issue orientation’, and ultimately a ‘comprehensive orientation’. This model aims to offer a universally applicable framework for cultivating talents in Area Studies in China, transcending the confines of a single discipline.