教育博士与教育学博士差异化培养模式探析——美国的经验与启示  

An Analysis of the Differentiated Training Model between Ed.D and Ph.D——American Experiences and Implications

作　　者：赵英 李敏 许文文 Zhao Ying;Li Min;Xu Wenwen(School of Education Science,Shanxi Normal University,Taiyuan 030031,China)

机构地区：[1]山西师范大学教育科学学院,山西太原030031

出　　处：《继续教育研究》2024年第12期94-100,共7页Continuing Education Research

基　　金：山西省高等学校教学改革创新项目“新师范背景下教师教育课程体系创新研究”(编号:J20230581)。

摘　　要：基于对亚利桑那州立大学、俄勒冈大学、密歇根州立大学、特拉华大学等四所美国一流教育学院教育学博士与教育博士培养体系的对比分析,发现其在培养目标、招生录取、课程设置、学业考核等方面均存在共性特征与个性差异,对我国进一步解决两类教育博士培养趋同问题具有较好的借鉴价值。结合本土实际,应进一步优化培养目标定位,强化学生跨学科培养,注重教育博士的循证素养;完善多元评价的招录机制,增加考核内容的针对性;优化与重构课程体系,建立跨学科、体现学科特色和个性差异的课程体系;完善两类博士的分类评价,将过程性评价与总结性评价相结合,强调两类博士考核评价的学术差异性。Based on a comparative analysis of the Ph.D.and Ed.D.education system at four leading American Universities,including Arizona State University,University of Oregon,Michigan State University,and University of Delaware,this study suggests that there are common characteristics and individual differences in training objectives,admission criteria,curriculum design,and academic assessment.This comparative analysis holds valuable implications to address the convergence between the two kinds of doctoral education in China.Considering the local context,it is recommended to further optimize the orientation of training objectives,strengthen interdisciplinary training for students,and emphasize the evidence-based literacy of Ed.D candidates.Additionally,it is suggested to enhance diversified evaluation within the recruitment mechanism,and increase the pertinence of assessment content;optimize and reconstruct the curriculum system to establish interdisciplinary and subject-specific features that reflect individual differences;and improve the classification and evaluation of the two doctoral programs by integrating both process-oriented and summative evaluations,emphasizing the academic distinctiveness in assessing both types of doctoral candidates.

关 键 词：教育学博士 教育博士 课程体系 培养模式 

分 类 号：G643.7[文化科学—高等教育学]