教育博士培养质量保障体系研究  

Research on Quality Assurance System of Doctor of Education

作　　者：杨玉 高静[2] 任增元[2] Yang Yu;Gao Jing;Ren Zengyuan(Liaoning Institute of Education,Shenyang Liaoning 110031,China;Jilin University,Changchun Jilin 130012,China)

机构地区：[1]辽宁教育学院,辽宁沈阳110031 [2]吉林大学,吉林长春130012

出　　处：《教育科学》2024年第6期55-62,共8页Education Science

基　　金：中国高等教育学会2024年度高等教育科学研究规划课题“地方高校拔尖创新人才培养研究”(项目编号:24DF0202)。

摘　　要：教育博士这一少而精的专业群体在教育体系与教育强国建设中具有独特的功能和价值。本研究在系统地搜集我国26所高校教育博士培养方案资料的基础上,采用扎根理论方法建构了教育博士培养质量保障体系内在机制的理论模型。研究发现,教育博士培养质量保障体系应包括严格的选拔机制、培养的价值导向、强化实践能力的培养导向等三个方面。教育博士培养质量的提升,应强化培养目标中的实践维度,保障实践目标导向功能的发挥;树立分类与综合的评价理念,创新考核形式;以制度创新为抓手,切实保证博士生的学业投入时间。Doctors of Education(EdD),a small but elite professional group,have unique functions and values in the education system and the construction of a strong educational country.Based on a systematic data collection of EdD,cultivation programs from 26 Chinese universities,this study advocates a theoretical model of the intrinsic mechanism of the quality assurance system for educational doctoral training using the grounded theory training method.The research identifies that the quality assurance system for EdD programs primarily relies on a rigorous selection mechanism,attaches great importance to the value orientation of education doctoral training,and highlights the strengthening of practical abilities to cultivate the quality of doctoral education.To improve the quality of EdD programs,China should strengthen the practice dimension in the training objectives to guarantee the function of practice-oriented objectives;establish a classified and comprehensive evaluation concept and innovate assessment forms;and use institutional innovation as the starting point to effectively ensure the time of doctoral students'academic commitment.

关 键 词：教育博士 质量保障体系 培养方案 实践能力 

分 类 号：G640[文化科学—高等教育学]