教育博士按期毕业的主体性因素分析--基于模式识别方法的实证研究  

Subjective Factors in Doctorate Students’Timely Graduation of Education:An Empirical Study of Pattern Recognition Methods

作　　者：周建华 付露露 郭璐 ZHOU Jianhua;FU Luu;GUO Lu(College of Teachers Education,Ningbo University,Ningbo 315211,China;College of Education,Hebei University,Baoding 071002,China)

机构地区：[1]宁波大学教师教育学院,浙江宁波315211 [2]河北大学教育学院,河北保定071002

出　　处：《宁波大学学报(教育科学版)》2025年第1期41-54,共14页Journal of Ningbo University(Educational Science Edition)

基　　金：教育部人文社会科学研究青年基金项目“我国教育博士培养质量评价体系研究”(22YJC880118);教育部人文社会科学重点研究基地重大项目“新时代中国高校治理能力研究”(22JJD880036)。

摘　　要：教育博士延期毕业问题日益严峻,高延毕率引发教育博士的“合法性”危机。本研究从教育博士的主体性视角出发,深入探究延期毕业的内在原因。基于模式识别方法,通过对766份样本的分析,探究了教育博士个体的学习投入、学习策略和学习质量对其按期毕业的影响。研究发现,充足的学习时间、较强的独立思考与压力应对能力、频繁的师生交流、较多的论文发表是影响教育博士按期毕业的重要因素。因此,教育博士在面对学业挑战时需要保持理性与韧性,采取阶段式集中学习策略以增加学习投入并为独立思考创造条件;培养院校也应进一步明确教育博士实践导向的培养目标,适度延长教育博士学制以缓解教育博士的学习时间压力。The increasingly high rate of delayed graduation of education doctorate(Ed.D)students is triggering a severe crisis of the“legitimacy”of Ed.D education.This study employed pattern recognition methods to look at 766 samples to examine the intrinsic reasons for delayed graduation from the perspective of the individual Ed.D students and further delve into the effects of Ed.D students’learning input,strategies,and quality on students’timely graduation.The findings revealed that the adequacy of study time,the ability of independent thinking and stress control,the frequency of student-supervisor interactions,and the quantity and quality of published papers are significant determinants of whether Ed.D students can complete full-time doctorate education.Authors thus proposed a strategic extension of the Ed.D program duration for higher learning institutions to clarify practicality-oriented learning objectives and a phased,intensive learning approach for Ed.D students to alleviate time constraints for independent thinking and cherish rationality and resilience in overcoming academic challenges.

关 键 词：教育博士 主体性 按期毕业 模式识别 

分 类 号：G643[文化科学—高等教育学]