培养学科看护者?——博士教育目标的学科差异  

Preparing Stewards of Discipline?The Disciplinary Differences of Training Goals in Doctoral Education

作　　者：王东芳[1] 

机构地区：[1]天津师范大学教育科学学院,天津300387

出　　处：《复旦教育论坛》2015年第2期18-24,共7页Fudan Education Forum

基　　金：2013年度教育部人文社会科学研究青年基金项目"博士生培养模式的学科差异研究"(13YJC880061);天津市131创新型人才培养工程

摘　　要：采用质性研究方法,对美国中西部一所研究型大学的35位教师进行了访谈。选择化学、数学、经济学和英语作为典型学科,着重探讨不同学科博士教育目标的定位问题。研究结论:博士教育目标的总体趋势是从培养学科看护者向培养可雇佣人转化,但是,由于学科文化的行动理性,博士生培养目标呈现显著的学科差异。Based on an in-depth interview with 35 faculty members of a research-intensive university located in the Midwest of the United States, the author conducts a qualitative study on the setting of training goals of doctoral education in different disciplines, including Chemistry, Mathematics, Economics and English. It is found out that the overall target of doctoral education is shifting from preparing stewards of discipline to training employees, and that distinct disciplinary differences still exist in the training goals of doctoral education due to the rationality of action embedded in disciplinary culture.

关 键 词：博士教育 培养目标 学科差异 

分 类 号：G643[文化科学—高等教育学]