美国教育学博士研究生培养的“跨学科”特色及其启示——以哈佛大学教育哲学博士(Ph.D.)培养项目为例  

The Characteristics and Enlightenment of the Ph.D.in Education Interdisciplinary Training in America——Taking the Harvard Ph.D. Program in Education as an Example

作　　者：魏玉梅[1,2] 

机构地区：[1]兰州大学教育学院,甘肃兰州730000 [2]兰州大学马克思主义学院,甘肃兰州730000

出　　处：《外国教育研究》2016年第3期43-57,共15页Studies in Foreign Education

基　　金：中央高校基本科研业务费专项资金资助项目"世界一流大学人文社科类博士研究生培养模式研究"(项目编号:13LZUJBWZY033);2015年教育部人文社会科学研究青年基金项目"美国研究型大学博士生跨学科培养机制研究"(项目编号:15YJC880001)

摘　　要：哈佛大学于2012年创设的教育哲学博士(Ph.D.)项目是内外力催生的结果:教育研究生院自身学位体系不够健全、全美"教育博士"改革潮流推波助澜、学科制度危机重重、知识生产模式悄然转型等。究其根本动力,在于对卓越教育领袖人才的不懈追求。Ph.D.项目的培养模式凸显"跨学科"特色,分别表现在培养目标、组织保障、师资力量、课程资源以及专业方向等各个方面,对我国博士生跨学科培养不乏启示意义。当前,加强理论研究、树立跨学科培养理念,着眼顶层设计、加大跨学科政策支持,变革组织体制、实施跨学科联合培养,整合师资力量、构建跨学科课程体系等是我国博士生跨学科教育的现实选择。In 2012,Harvard University created Ph.D. Program in Education,it is theresult of the internal and external force generated：the degree system of Harvard GraduateSchool of education is not perfect,the great wave of the Ed.D. reform tide in America,withthe crisis of disciplinary institution also,and knowledge production mode transformation,etc,be important impetus,investigate its fundamental motivation,is the unremitting pursuitof outstanding talent education leader. Ph.D. Program highlights interdisciplinary trainingcharacteristics,respectively in training objectives,organization guarantee,teachers,curricu-lum resources and the professional direction,the characteristics of American doctoral inter-disciplinary training have important inspiration significance to our country. Currently,in-creased the theory research,setting up interdisciplinary concept;focus on the top design,strengthening interdisciplinary policy support;reform organizational system,Take the inter-disciplinary joint training system;integration of the faculty,construction of interdisciplinarycurriculum system is the inevitable choice of doctoral interdisciplinary education in ourcountry.

关 键 词：美国 教育学博士生 跨学科培养 哈佛大学 PH.D. 

分 类 号：G640[文化科学—高等教育学]