非全日制研究生教育的再认识  

Re-understanding of Part-time Graduate Education

作　　者：李安萍[1] 李克林[1] Li Anping;Li Kelin(Graduate School,Changzhou University,Changzhou 213164,China)

机构地区：[1]常州大学研究生院,江苏常州213164

出　　处：《继续教育研究》2022年第12期107-112,共6页Continuing Education Research

基　　金：江苏高校哲学社会科学研究重大项目“研究生教育的内涵及其学科化发展路径”(编号:2021SJZDA165);中国学位与研究生教育学会面上项目“研究生教育学的学科化发展研究”(编号:2020MSA127);江苏省教育考试招生研究重点项目“硕士研究生入学考试中专业课统一命题和自主命题的比较研究”(编号:K-d/2021/04);江苏省研究生教育教学改革项目“非全日制研究生教育的本土实践困境与突破研究”(编号:JGKT22_C064);常州大学高等职业教育研究院项目“名与实:职业本科教育学位功能的学理研究”。

摘　　要：全日制与非全日制研究生教育统筹管理后,非全日制研究生教育遇到了种种问题和困境。受惯性思维影响,既有的在职人员攻读硕士学位教育被人们视为非全日制研究生教育的参照。研究发现,非全日制研究生教育并不是在职人员攻读硕士学位教育的延续,而是一种全新的教育形式。美国依托“完全学分制”并强调课程学习的非全日制研究生教育模式并不适合我国研究生教育的现实,我国非全日制研究生教育困境的深层原因在于教育观念的差异。非全日制研究生教育的进一步发展,不仅需要高校深化改革、开发课程、丰富培养方式,更需要研究生教育观念的转变。After the overall management of full-time and part-time graduate education, the part-time graduate education has encountered various problems and difficulties. Influenced by the inertial thinking, the existing in-service personnel studying for master’s degree is regarded as the reference of part-time graduate education. It is found that the part-time graduate education is not the continuation of the master degree education for in-service personnel, but a new form of education. The American mode, which relies on the "complete credit system" and emphasizes course learning, is not suitable for the reality of China’s graduate education. The deep reason for the dilemma of China’s part-time graduate education lies in the differences in educational concepts. The further development of part-time graduate education not only needs the deepening of reform, the development of courses, the enrichment of training methods, but also needs the change of the concept of graduate education.

关 键 词：非全日制 在职人员 完全学分制 教育观念 

分 类 号：G643[文化科学—高等教育学]