培养复合型人才是当前我国高等教育一项紧迫的任务。但是对于什么是复合型人才，如何培养复合型人才，培养复合型人才的制约因素是什么等问题，学术界在理论和实践上都是模糊的。本文通过对大量文献的阅读和多所学校不同学科领域的调查访谈，立足本国高校的实际情况，借鉴国外大学的先进经验，研究了复合型人才培养目标、复合型人才的培养模式、培养复合型人才的制约因素与解决办法，并对我国几所高校培养复合型人才的实践作了案例分析。首先是对复合型人才这一培养目标的研究。它最初是1985年前后上海几所高校的培养实践，当时改革开放为我国带来了产业结构的调整，引进了国外先进的科学技术，外贸活动不断增多，而当时高等教育的专业目录还无法立即作出调整，很多社会急需的新的人才类别无法在专业目录中找到，只能通过不同专业复合的方式进行培养，这样的人才就称为“复合型人才”。本文将社会所需要的复合型人才，按照不同学科之间复合程度的差异分为三类：一专多能复合型人才，应用性复合型人才，跨学科复合型人才。对所有的复合型人才进行归纳总结后，本文认为，市场经济的发展和学科综合化的趋势使得社会需要越来越多的多学科人才，培养复合型人才是我国高等教育僵化的分科人才培养体制和社会对人才知识能力多学科要求之间的矛盾的结果。复合型人才无法通过通识教育来培养。其次本文对三类复合型人才的培养模式分别进行了研究设计。（一）一专多能复合型人才主要通过双学位班、辅修或第二学位班等制度来培养。本文以双学位班为例，针对现状，提出了重新设计双学位班培养模式的建议：补充课程计划、设置教学助理岗位、协调学科文化冲突；（二）应用性复合型人才的培养，应该组织多学科的专家，研究目标人才的知识能力结构，重新设计课程体系，并在教务处设立跨学科教学办公室，负责以高报酬聘请别的学科老师按照既定的课程目标进行教学。在课程体系的设计上，为了达到综合的目的，本文认为应该打破知识三层楼的结构，做到认识论和知识论相平衡。本文引入了怀特海的三阶段认识论：浪漫阶段、精确阶段和综合阶段；（三）跨学科复合型人才的培养主要是在研究生阶段培养或本硕连读培养。培养跨学科人才，必须打破学科壁垒，这要依靠通识教育、隐性课程和第二课堂；本文分别设计了边缘交叉学科人才和综合性跨学科人才的培养模式。本文研究了边缘交叉学科人才的招生和培养办法；为了培养综合性跨学科人才，必须成立跨学科组织。本文研究了跨学科组织的建设和管理，研究了综合性跨学科人才的培养目标、课程体系设计和培养制度设计，以及跨学科评价的基本原则。再次，本文研究了目前我国高校培养复合型人才的制约因素，分为内部制约因素和外部制约因素。内部制约因素包括：院系壁垒，不同学科之间老死不相往来；研究生院只是管理机构，无法推进跨学科研究和跨学科人才培养。外部制约因素包括高校缺乏目录外专业设置自主权，跨学科学生没有学位等问题。本文分析了这些问题的成因，并提出了具体的解决策略。最后，本文对我国几所高校培养复合型人才的实践作了案例分析。经过分析认为，目前我国高校培养复合型人才还处于试验阶段，并且高等学校培养复合型人才的动力不足。本文对于每一个案例都作了评论，对某些问题提出了建议。

Interdisciplianry talents training is an urgent task for current higher education in China, yet unfortunately, we know little about how to train the interdisciplinary talent and how to deal with the problems with the training nowadays. Based on large amounts of literature support as well as face-to-face interviews with many universities, the paper discusses the target, mode, obstacles, as well as solutions of the interdisciplinary talent training and proposes the relevant cases in some Chinese universities. In the first place, the paper studies the target of interdisciplinary talent training. The interdisciplinary training was primarily taken place in some universities in Shanghai around 1985, when opening reform has brought new advanced technology from outside and the transformation of industrial structure, making interdisciplinary talents more important than before. Interdisciplinary talents are divided into three kinds in this paper: specialized and versatile talents, applied interdisciplinary talents and cross-disciplinary talents. In addition, the paper believes that interdisciplinary talents are necessary because of the rigidity of Chinese specialized-disciplinary training system and the great demand of cross-disciplinary talents. These interdisciplinary talents cannot be trained by general education mode.Secondly, the paper provides three training modes for different interdisciplinary talents discussed above. (1) Specialized and versatile talents should be trained by double-degree study, minor study and second degree study. Taken double-degree class for example, the paper suggests that a new double-degree training mode can be developed by at least three means: extending the curricula, arranging teaching assistant and adjust disciplinary cultural conflict. (2) As for applied interdisciplinary talents, universities can design special curriculum with the help of professionals, and establish interdisciplinary office for recruiting teachers. As for the curricula design, the paper suggests to break the traditional three-floor knowledge structure of curricula and to balance the epistemology and knowledge in order to achieve integrated goal. Whitehead’s three-phrase epistemology theory, which refers romantic phrase, specific phrase and comprehensive phrase, is also brought in this paper. (3) cross-disciplinary talents can be trained by graduate training or undergraduate-graduate training. This paper provides edged cross-disciplinary talent training mode and comprehensive cross-disciplinary talent training mode. Moreover, the paper explores the obstacles facing interdisciplinary talent training in Chinese universities, which can be divided into two kinds: the internal obstacles which refers to department barrier, single-function of graduate school; the external obstacles which means that universities cannot independently set major beyond the major directory, leading to no degree for interdisciplinary students. The paper explains the reasons for these obstacles and proposes some solutions in the end.In the final part, the paper analyzes some interdisciplinary talent training cases in Chinese universities. The conclusion is that the interdisciplinary training is on experimental stage at present and universities have little motion to conduct interdisciplinary training. The paper careful examines every case and tries to solve some problems mentioned in the case.