美国教育博士的两个悖论及其化解  

Two Paradoxes of America’s Ed.D.and Its Solutions

作　　者：李云鹏[1] 林琳[1] LI Yun-peng;LIN Lin(Shandong Women’s University,Jinan 250300,China)

机构地区：[1]山东女子学院,山东济南250300

出　　处：《黑龙江高教研究》2022年第3期87-92,共6页Heilongjiang Researches on Higher Education

基　　金：全国教育科学规划国家一般课题“专业博士培养模式的嬗变与创新研究”(编号:BIA180175)。

摘　　要：美国教育博士长期存在两个悖论:培养目标"研究型专业人员"中研究与专业的目标悖论、培养主体中学者与实践者的主体悖论。这两个悖论严重影响了美国教育博士的制度设计和培养质量。面对悖论,美国教育博士培养从理论探索到实践经验都在对培养目标和师资队伍进行修正和完善,总的趋势是回归教育博士的本质属性。我国的教育博士培养应充分认识到教育博士作为专业学位的独特性,建立完整的双导师队伍,使得教育博士成为特色鲜明、质量可靠的专业博士学位项目。There have been two paradoxes for American Ed.D.for a long time:the research and professional goal paradox in the training target“research professionals”,and the subject paradox of scholars and practitioners of in the training of subject.These two paradoxes have severely affected the system design and training quality of American Ed.D..In the face of the paradox,the American Ed.D.training is revising and perfecting the training objectives and faculty from theoretical exploration to practical experience.The general trend is to return to the essential attributes of Ed.D..China’s Ed.D.training should fully recognize the uniqueness of t Ed.D.as a professional degree,and establish a complete team of dual tutors,making Ed.D.a professional doctorate program with distinctive characteristics and reliable quality.

关 键 词：教育博士 悖论 理论 实践 实践性 

分 类 号：G643.0[文化科学—高等教育学]