教育博士培养模式:问题与变革  

The Cultivation Mode of Doctor of Education:Problems and Reform

作　　者：熊倪娟[1] 袁本涛[1] 

机构地区：[1]清华大学教育研究院

出　　处：《高等工程教育研究》2015年第4期104-110,共7页Research in Higher Education of Engineering

基　　金：教育部哲学社会科学研究重大课题攻关项目"创新专业学位研究生培养模式研究"(课题编号:13JZD049)的阶段性成果

摘　　要：教育博士(Ed.D.)学位产生于20世纪初的美国并成为专业学位教育的成功典范。本文基于已有文献探究了教育博士的发展逐渐与教育哲学博士(Ph.D.)趋同的表现及原因,重点对美国、英国、澳大利亚的5所典型大学正在进行的教育博士改革趋势进行分析和比较,总结它们的培养过程、培养模式和毕业成果的特点。这些国家的经验对于我国教育博士专业学位人才培养具有重要的借鉴意义。Since the degree of Doctor of Education （Ed. D. ） was hrst awarded m the umtea ~ates m the early twentieth century, it has become a successful story of professional degree education. On the ba- sis of published literature, this paper explores the performance of Doctor of Education （Ed. D. ） which is gradually converging with Doctor of Philosophy in education （Ph.D. ） and its underlying reasons. It focuses on the analyses and contrast on the tendencies of the ongoing reform of Ed. D. in the five typi- cal western universities in the United States, Britain, and Australia, and summarizes the characteris- tics of their Ed. D. programs, including cultivation process, mode and graduation achievements. The experience of those nations has shed significant lights upon the talent cultivation of specialized degree of Doctor of Education （Ed. D. ） in China.

关 键 词：教育博士 专业学位 培养模式 国际比较 

分 类 号：G643[文化科学—高等教育学]