国内教育博士培养质量评价指标体系构建  

Construction of the Evaluation Index System for the Quality of Domestic Doctor of Education(EdD)Training

作　　者：单正义 潘怡璇 SHAN Zhengyi;PAN Yixuan(Personnel Office,Ningbo Childhood Education College,Ningbo 315336,China;Institute of Education,Xiamen University,Xiamen 361005,China)

机构地区：[1]宁波幼儿师范高等专科学校人事处,浙江宁波315336 [2]厦门大学教育研究院,福建厦门361005

出　　处：《宁波教育学院学报》2025年第2期94-98,共5页Journal of Ningbo Institute of Education

基　　金：浙江省教育科学规划2024年度一般规划课题“国内教育博士培养质量评价指标体系研究——以浙江省为例”(2024SCG135)。

摘　　要：教育博士作为专业学位教育的一种形式,其培养应该秉持专业性和实践性特点,遵从教育博士作为实践型、应用型人才培养的目标定位。据此,教育博士培养质量评价指标体系构建需要遵循紧贴高等教育发展趋势、重视指标的代表性和标志性、强调评价指标的差异性等原则。针对教育博士培养的“趋同化”困境,培养单位可从能力指标(培养目标达成度、课程与教学质量、导师指导质量、综合素质与职业发展)和水平指标(满意度、学业完成度)两个维度,通过设置若干凸显教育博士特色的评价指标,呈现教育博士在培养定位、过程管理和成果评价方面的独特性和差异性。As a form of professional doctoral education,the cultivation of Doctor of Education(EdD)should adhere to the characteristics of professionalism and practicality,following the goal orientation of cultivating practical and applied talents.Based on this,the construction of an evaluation index system for the quality of EdD education needs to follow principles such as closely aligning with the development trends of higher education,emphasizing the representativeness and distinctiveness of the indicators,and stressing the differentiation of evaluation indicators.In response to the“homogenization”dilemma in EdD education,this study sets up evaluation indicators from two dimensions:capability indicators(achievement of training objectives,quality of curriculum and teaching,quality of mentorship,comprehensive qualities and career development)and level indicators(satisfaction,academic completion rate).By establishing several distinctive evaluation indicators that highlight the features of EdD,the study aims to present the uniqueness and differentiation of EdD in terms of training orientation,process management,and outcome assessment.

关 键 词：教育博士 培养质量 评价指标体系 独特性 

分 类 号：G643[文化科学—高等教育学]