科研机构研究生教育管理模式演变剖析——以中国科学院所属研究所为例  

An Analysis of the Evolution of Postgraduate Education Management Mode in Scientific Research Institutions:Based on scientific research institutions of Chinese Academy of Sciences

作　　者：王颖[1] 刁丽颖 苗海霞[3] WANG Ying;DIAO Liying;MIAO Haixia(Bureau of Frontier Sciences and Education, Chinese Academy of Sciences, Beijing 100864;School of Economics and Management, University of Chinese Academy of Sciences, Beijing 100190)

机构地区：[1]中国科学院前沿科学与教育局,北京100864 [2]中国科学院大学经济与管理学院,北京100190 [3]中国科学院前沿科学与教育局教育处,北京100864

出　　处：《研究生教育研究》2020年第6期1-6,共6页Journal of Graduate Education

摘　　要：中国科学院所属的科研机构作为我国研究生培养的重要力量,伴随着我国研究生教育发展同步发展。结合时代背景,将中国科学院研究生教育模式划分为三个阶段,即研究所个性化培养阶段(1977-1999年)、研究生院规范化培养阶段(2000-2011年)以及科教融合内涵式发展阶段(2012年至今)。通过分析中国科学院在三个阶段的研究生教育体制机制改革及发展举措,总结和梳理中国科学院研究生教育改革的经验,以期对其他科研机构改变研究生培养模式,发挥优势培养更多高质量人才起到一定的借鉴作用。As an important force of postgraduate education in China,the scientific research institutions under the Chinese Academy of Sciences are developing synchronously with the development of postgraduate education in China.In the context of the times,the postgraduate education mode in the Chinese Academy of Sciences has experienced three stages,i.e.individualized training stage by research institutions(1977-1999),standardized training stage by postgraduate schools(2000-2011)and connotative development stage featuring integration of scientific institutions and higher-learning institutions(2012 to present).This paper analyzes the reform and development measures for the postgraduate education system and mechanism of the Chinese Academy of Sciences in the three stages,and summarizes the experience from the postgraduate education reform of the Chinese Academy of Sciences,so as to provide reference for other scientific research institutions when they change the mode of postgraduate education for giving full play to their advantages in cultivating more high-quality talented talents.

关 键 词：中国科学院 科研机构 研究生教育 科教融合 培养模式 

分 类 号：G643[文化科学—高等教育学]