我国教育博士培养的特征分析:代际嬗变的视角  

Analysis of Intergenerational Characteristics of Doctoral Education in China:From the Perspective Intergenerational Transformation

作　　者：郑围尹 程东亚[2] Zheng Weiyin;Cheng Dongya

机构地区：[1]江西师范大学教育学院,江西南昌330026 [2]西藏大学研究生院,西藏拉萨850000

出　　处：《教育学术月刊》2024年第11期60-67,共8页Education Research Monthly

基　　金：2019年江西省学位与研究生教育教学改革项目“小学教育硕士培养‘专业实践——学位论文’一体化改革研究”(编号:JXYJG-2019-041)。

摘　　要：在国际上,专业博士教育的发展历经了“为实践研究”“实践中研究”和“实践即研究”三代培养模式。专业博士教育发展的代际嬗变为判断与衡量我国教育博士教育的发展阶段与发展水平提供了“参照”与“标准”。基于此,从入学要求、培养目标、学习与指导方式、课程设计与实施、专业实践、毕业成果要求等维度,对国内高校教育博士培养模式的代际特征进行分析。研究表明,我国教育博士教育整体处于第一代,部分居于第二代初期。推进我国教育博士教育改革,方向在于摒弃第一代“为实践研究”的培养模式,转向第二代“实践中研究”的培养模式,探索第三代“实践即研究”的培养模式。Internationally,the development of professional doctoral education has gone through three gen-erations of training models:"research for practice","research in practice",and"practice as research".The in-tergenerational evolution of professional doctoral education provides a"reference"and"standard"for assess-ing and measuring the development stage and level of educational doctoral education in China.This paper analyzes the intergenerational characteristics of the doctoral education model in domestic universities from the perspectives of admission requirements,training objectives,learning and guidance methods,curriculum design and implementation,professional practice,and graduation achievement requirements.Research shows that the overall educational doctoral education in China is in the first generation,with some in the early stages of the second generation.The direction of promoting the reform of doctoral education in China is to abandon the first generation training model of"research for practice"and shift towards the second generation training model of"research in practice",and explore the third generation training model of"practice as research".

关 键 词：教育博士 专业博士教育 代际嬗变 

分 类 号：G640[文化科学—高等教育学]