博士生培养质量的文本表达与生本感知:一项个案考察
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摘要
通过对美国西部知名公立高校W大学博士生项目的个案考察,发现该校博士生培养有如下特色:坚持卓越与创新、社区与区域融合发展和多元化等传统教育理念;积极推行全球合作、创新和博士生项目质量评估等变革措施,以周期性质量评估和跨学科平台建设为着力点,主动应对外部环境变化;以博士生主体发展为中心,营造开放、共享、自主的人性化支持环境,激发校内基层学术组织和师生的内生创新动力,推动博士生培养质量文化的自觉形成与自主发展。国内高校在推进博士生教育制度与培养模式改革时应更加重视博士生的主体体验和博士生培养质量的形成过程,关注以下几组关键因素的权衡与取舍:客观数字与价值认同,博士生个体发展与整体质量,培养过程支持与学业完成、科研产出,学科差异与基本标准,以及培养效率与教育公平等。
Taking W University, a well-known public university in the western part of the United States, as an example, the development concept and model of doctoral students under the background of the doctoral education globalization are discussed. It's found that this university takes PhD students as the center, and the connotation and characteristics of the doctoral education quality are revealed as below: adhering to traditional education concepts such as excellence and innovation, community and regional integration development and diversification; actively implementing reform measures such as global cooperation and innovation, quality assessment of doctoral programs,and focusing on periodic quality assessment and interdisciplinary platform development to actively respond to changes in the external environment; focusing on the development of doctoral students and creating openness,sharing, and the autonomous humanistic support environment to stimulate the endogenous innovation forces of grassroots academic organizations and teachers and students, and promoting the conscious formation and independent development of doctoral students' quality culture.
Taking W University, a well-known public university in the western part of the United States, as an example, the development concept and model of doctoral students under the background of the doctoral education globalization are discussed. It's found that this university takes PhD students as the center, and the connotation and characteristics of the doctoral education quality are revealed as below: adhering to traditional education concepts such as excellence and innovation, community and regional integration development and diversification; actively implementing reform measures such as global cooperation and innovation, quality assessment of doctoral programs,and focusing on periodic quality assessment and interdisciplinary platform development to actively respond to changes in the external environment; focusing on the development of doctoral students and creating openness,sharing, and the autonomous humanistic support environment to stimulate the endogenous innovation forces of grassroots academic organizations and teachers and students, and promoting the conscious formation and independent development of doctoral students' quality culture.
引文
[1]the Graduate School University of Washington[EB/OL].http://grad.uw.edu/about-the-graduate-school/statistics-and-reports/,2017-11-22.
[2]the Graduate School University of Washington ACADEMIC PROGRAM REVIEW GUIDELINESFOR 2017-2018[EB/OL].http://grad.uw.edu/,2016-09-26.
[3]陈玥,翟月.博士生培养的关键一环:加州大学伯克利分校博士生资格考试的实践及启示[J].学位与研究生教育,2017,(8):67-71.
[4]高一虹.跨文化交际能力的培养:“跨越”与“超越”[J].外语与外语教学,2002,(10):27-31.
[5]高一虹.“文化定型”与“跨文化交际悖论”[J].外语教学与研究,1995,(2):35-42+80.
[6]菲利普·G·阿特巴赫,简·莱特.高等教育国际化的前景展望:动因与现实[J].别敦荣,杨华伟,陈艺波译.高等教育研究,2006,(1):12-21.
[7]任友群.“双一流”战略下高等教育国际化的未来发展[J].中国高等教育,2016,(5):15-17.
[8]戚兴华,麦瑞思·内拉德.同名异构:中美研究型大学研究生院的组织与制度比较[J].高等教育研究,2018,(7):90-98.
[2]the Graduate School University of Washington ACADEMIC PROGRAM REVIEW GUIDELINESFOR 2017-2018[EB/OL].http://grad.uw.edu/,2016-09-26.
[3]陈玥,翟月.博士生培养的关键一环:加州大学伯克利分校博士生资格考试的实践及启示[J].学位与研究生教育,2017,(8):67-71.
[4]高一虹.跨文化交际能力的培养:“跨越”与“超越”[J].外语与外语教学,2002,(10):27-31.
[5]高一虹.“文化定型”与“跨文化交际悖论”[J].外语教学与研究,1995,(2):35-42+80.
[6]菲利普·G·阿特巴赫,简·莱特.高等教育国际化的前景展望:动因与现实[J].别敦荣,杨华伟,陈艺波译.高等教育研究,2006,(1):12-21.
[7]任友群.“双一流”战略下高等教育国际化的未来发展[J].中国高等教育,2016,(5):15-17.
[8]戚兴华,麦瑞思·内拉德.同名异构:中美研究型大学研究生院的组织与制度比较[J].高等教育研究,2018,(7):90-98.