智识飞跃为何难以发生:博士生学术阈限跨越的困境成因与消解路径  

Why Is Intellectual Leap Difficult to Achieve:Causes and Solutions for Doctoral Students'Academic Threshold Crossing

作　　者：林焕翔 刘少雪[1] LIN Huan-xiang;LIU Shao-xue(School of Education,Shanghai Jiao Tong University,Shanghai 200240,China)

机构地区：[1]上海交通大学教育学院,上海200240

出　　处：《苏州大学学报(教育科学版)》2025年第1期104-114,共11页Journal of Soochow University(Educational Science Edition)

摘　　要：博士生的学术阈限跨越可以促进智识水平发生飞跃式发展,是其学术成长的关键环节。本文采用基于深度访谈的扎根理论方法,探究博士生学术阈限跨越困境生成的深层动因。研究发现,不完善的知识体系无法为学术阈限跨越提供基础性支撑;不合理的内在信念导致博士生的发展方向出现偏差;与阈限情境不匹配的个体行动对学术智识发展造成严重掣肘;学习防御机制的活跃状态影响着学术阈限跨越效果。知识、信念、行动、情感四因素彼此依存、共同作用,深度构建着博士生学术阈限跨越的成长困境。未来,应重点从提升导师指导效能、营造引导与支持并重的培育情境,以及强化学生自主探索能力等方面推动博士生学术阈限跨越的顺利实现。The crossing of the academicthreshold by doctoral students can promote leaping in intellectual development,which is the key aspect of their academic growth.Using grounded theory based on in-depth interviews,this study explores the deep-seated causes of the difficulties faced by doctoral students in crossing academic thresholds.It is found that an incomplete knowledge system fails to provide basic support for crossing academic thresholds;unreasonable inner beliefs lead to deviations in the developmental direction of doctoral students;individual actions that do not align with threshold contexts severely hinder academic intellectual development;and the active state of learning defense mechanisms affects the effectiveness of academic threshold crossing.The four factors-knowledge,beliefs,actions and emotions-are interdependent and interactively construct the growth dilemma faced by doctoral students in crossing academicthresholds.In the future,efforts should focus on enhancing the pertinence and strategy of supervision,creating nurturing environments that balance guidance and support,and strengthening students’ability for independent exploration to facilitate the successful crossing of academic thresholds by doctoral students.

关 键 词：博士生 智识飞跃 阈限跨越 学术成长 困境成因 

分 类 号：G643[文化科学—高等教育学]