从师徒制到三元组:后现代知识型观照下的博士生指导模式转向  

From Mentorship to Triad:A Paradigm Shift in Doctoral Mentoring From the Perspective of Postmodern Mode of Knowledge

作　　者：史秋衡 任可欣 Shi Qiuheng;Ren Kexin

机构地区：[1]厦门大学教育研究院,福建厦门361005

出　　处：《江苏高教》2025年第1期65-70,共6页Jiangsu Higher Education

基　　金：习近平文化思想研究中心重大课题(马工程重大项目暨国家社科基金重大项目:24&WZD24)。

摘　　要：后现代知识型的出现,急需以现代知识型为依托的二元师徒制转型升级。在对二元师徒制进行继承式发展的基础上,文章提出指导三元组这一概念。指导三元组倡导指导主体从教师“单声部”独白变为师生、生生“多声部”共奏,指导目的从旧学传递为主迈向新知创生为主,指导方式从灌输式言传转向情境性、反思性和合作性指导。这一指导模式契合后现代知识的相对性、文化性、情境性特质,满足默会知识的习得方式,有利于知识的快速积累与创造,因此具有建构的现实合理性和理论解释力。指导三元组实现了指导模式从“二元时代”向“三元时代”的跨越式发展,为中国博士研究生培养模式改革提供参考与借鉴。The emergence of the postmodern knowledge-based model calls for the transformation and upgrading of the binary mentoring system based on the modern mode of knowledge.The concept of mentoring triad is proposed on the basis of the inherited development of the binary mentoring system.The mentoring triad advocates that mentoring body should change from a monophonic monologue by the teacher to a polyphonic concert by the teacher and the student,the purpose of mentoring should change from the transfer of old learning to the creation of new knowledge,and the mentoring method should change from indoctrination to contextualization,reflection,and cooperation.This mentoring mode fits the relative,cultural and contextual qualities of postmodern knowledge,satisfies the acquisition of tacit knowledge,and is conducive to the rapid accumulation and creation of knowledge,so it has the practical rationality and theoretical explanatory power for its construction.The mentoring triad realizes the leapfrog development of the mentoring mode from the"binary era"to the"ternary era",and it provides important reference for the reform of China's doctoral training mode.

关 键 词：指导三元组 后现代知识型 师徒制 博士生教育 

分 类 号：G643[文化科学—高等教育学]