教育学科高层次人才成长规律探究——以22位长江学者为例  

Analysis on Growth Laws of High-level Talents in Education Discipline——Take 22 Cheung Kong Scholars for example

作　　者：宋晓欣[1] 马陆亭[2] 赵世奎[3] 

机构地区：[1]北京航空航天大学高等教育研究院,博士研究生北京100191 [2]教育部教育发展研究中心战略发展部,主任研究员北京100816 [3]北京航空航天大学人文社会科学学院,副院长研究员北京100191

出　　处：《中国高教研究》2018年第3期51-55,87,共6页China Higher Education Research

基　　金：国家自然科学基金面上项目"博士研究生知识生产的模式与机制研究"(71573010)的研究成果

摘　　要：以22位长江学者为例,对教育学科高层次人才成长规律进行探究,发现其内部条件主要涉及关注社会重大问题、保持专注的科研精神和在实践中学习与反思;其外部环境主要涉及大学阶段交叉学科背景、研究生阶段就读知名高校和博士阶段得到名师指导。研究还发现将个人研究主题与国家重大教育问题联系起来更容易取得突破;研究生阶段就读知名高校、获得名师指导对人才成长起着至关重要的作用;交叉学科背景有利于科学人才有宽厚的知识基础;将理论学习与工作实践相结合更利于教育学科人才的成长。Take 22 Cheung Kong Scholar for example, analysis of the growing factors of high-level talents in education discipline revealed three internal conditions and three external environments. The former includes the concerns of major social problems presents, the focused spirit of scientific research, and the learning and rethinking in practice. The latter includes interdisciplinary background of undergraduate stage, famous universities of postgraduate stage, guidance from famous supervisors. Further study revealed that linking individual research to major education problems in China is easy to be a breakthrough, famous universities and guidance from famous supervisors of postgraduate stage play a very important role, extensive knowledge bases are from interdisciplinary educational background, theory combines with practice more benefit to success for the scholars in education discipline.

关 键 词：教育学科 长江学者 成长规律 

分 类 号：G643[文化科学—高等教育学]