博士生课程参与困境的诱因及其调适 ——基于“双一流”高校教育学博士生的个案研究  

On the Causes of Less Attendance of Doctoral Students in Classes and Proper Countermeasures Thereof:A Case Study of Doctoral Students in Education at“Double First-class”Universities

作　　者：赵阔 ZHAO Kuo(College of Education,Renmin University of China, Beijing 100872,China)

机构地区：[1]中国人民大学教育学院,北京100872

出　　处：《研究生教育研究》2022年第1期54-62,共9页Journal of Graduate Education

基　　金：教育部哲学社会科学研究重大课题攻关项目“我国博士生招生和培养规模结构质量问题研究”(20JZD051);中国人民大学2021年度拔尖创新人才培育资助计划。

摘　　要：博士生群体构成的日益多样化呼唤博士生培养模式的变革。当前博士生课程存在学生参与度低等问题,其合理性正面临挑战。对我国三所“双一流”高校教育学专业博士生的深度访谈发现,课程制度设计的模糊性与有限性导致学生选课决策更多表现为既定约束下的次优博弈。此种选课机制与课程教学质量的不确定性相结合,最终引致学生课堂参与行为的分异。博士生通过旁听、权变等非制度化实践,一定程度上彰显了学习者在教育场域中的能动性。未来,有必要增加博士生课程制度的弹性,重申有效互动的价值。The increasing diversity of doctoral students calls for the reform of doctoral training mode.At present,there is a problem of low attendance in classes of doctoral students,and the rationality of the curriculum arrangement mechanism is facing challenges.Through in-depth interviews with doctoral students in education at three“Double First-class”universities in China,it is found that the fuzziness and limitation of the curriculum designed for doctoral students lead to a suboptimal“game”for them to select courses under the established constraints.The combination of the course selection mechanism and the uncertainty of the course teaching quality eventually results in the differentiation of the attendance of the students in classes.Through non-institutionalized practice such as auditing and the application of contingency theory,doctoral students show the initiative of learners in the field of education to a certain extent.Therefore,the author believes that in the future it is necessary to increase the flexibility of the doctoral curriculum arrangement and reiterate the value of effective interaction.

关 键 词：博士生教育 课程参与 课程制度 研究生人才培养 

分 类 号：G643[文化科学—高等教育学]