研究生教育中师生合作发表的学科差异分析——基于全国39所研究生院高校的调查  

Analysis on Disciplinary Differences of the Publication by Teachers and Students Collaboration in Postgraduate Education——Based on the survey of 39 graduate schools in China

作　　者：徐贞[1] 牛梦虎[2] 

机构地区：[1]华东师范大学高等教育研究所,博士研究生上海200062 [2]西安交通大学中国西部高等教育评估中心,助理研究员陕西西安710049

出　　处：《中国高教研究》2018年第3期88-92,共5页China Higher Education Research

基　　金：中国研究生院院长联席会"中国研究生教育年度报告"项目的研究成果

摘　　要：基于全国研究生院高校师生合作发表状况的调查数据,分析研究生教育中师生合作发表的学科差异。研究发现:师生合作发表的频次在硕士生教育中无显著的学科差异,但在博士生教育中存在明显的学科差异性;师生双方的责任感、信任感和互助性是研究生在科研合作中最为看重的因素。此外,不同学科看重的因素存在一定的差异;不同身份、不同学科的研究生对合作中角色和身份的认识存在显著差异;研究生了解署名规范的仅为五成,且不同学科间存在较大差异。Based on the survey of the publication by teachers and students collaboration in graduate schools in China, this paper analyzes the disciplinary differences of in the process of collaboration and publication. It is found that there was no significant difference in the frequency of collaboration between teachers and students in master＇s education, but there were obvious differences in doctoral education. The sense of responsibility, mutual trust and mutual supportiveness between teachers and students are the most important factors for postgraduates in scientific research cooperation, and there are some differences in the factors that are valued by different disciplines. The students with different identities and disciplines have significant differences in their understanding of the role and identity in the cooperation. Only 50% of the students understand the norms of signature, and there are big differences between different disciplines.

关 键 词：研究生教育 师生合作发表 学科差异 

分 类 号：G643[文化科学—高等教育学]