澳大利亚专业博士的发展、挑战、应对策略——以教育博士项目为例  

The Development,Challenge and Countermeasure of Professional Doctorate Education——Based on Case Study of the Ed.D. Program in Australia

作　　者：王建梁[1,2] 姚林 

机构地区：[1]华中师范大学教育学院 [2]湖北省教育政策研究中心,武汉430079

出　　处：《研究生教育研究》2017年第5期84-89,共6页Journal of Graduate Education

摘　　要：作为新型博士学位,教育博士学位制度于20世纪90年代在澳大利亚诞生之后发展迅速,现已成为博士学位制度尤其是专业博士学位制度中的重要组成部分。然而,教育博士项目的发展面临身份认同危机、导师专业性不足、学位论文特色不明显等诸多挑战。为推动教育博士项目健康持续发展,澳大利亚高校及政府主要从明确教育博士培养定位、改革创新培养模式、加强对教育博士生的指导、创新毕业考核方式等方面着手改革教育博士项目。本文结合当前我国教育博士发展过程中出现的问题,提出发展我国教育博士专业学位教育的几点启示。As a new type of doctorate,the Ed.D degree system has developed very fast since it was born in Australia in the1990 sand it is now a significant component of the doctorate system and especially of the professional doctorate system.However,the Ed.D degree system has faced many challenges in its development,such as supervisors who are not so professional,dissertations that lack characteristics and even the doctoral degree identity crisis.In order to develop Ed.D system in a healthy and sustainable way,Australian universities and government have taken steps to reform the Ed.D system with focus on Ed.D candidate cultivation orientation,improvement of cultivation mode,strengthening guidance to Ed.D candidates and innovation in graduation examination.This paper,based on the problems arising from the domestic Ed.D cultivation process,makes some inspired proposals for better developing Ed.D professional academic education in China.

关 键 词：教育博士 专业学位教育 澳大利亚 学位制度改革 

分 类 号：G643[文化科学—高等教育学]