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| 师门对研究生发展的影响——基于非正式组织理论的质性研究 |
| Impact of “Supervisor-Postgraduate Fellowship” on the Development of Postgraduates: Qualitative Research Based on Informal Organization Theory |
| 投稿时间：2019-05-08 |
| DOI： |
| 中文关键词: 师门;研究生;个体发展;质性研究 |
| 英文关键词: supervisor-postgraduate fellowship;postgraduate;individual development;qualitative research |
| 基金项目:教育部人文社会科学重点研究基地重大项目"大学教师职业伦理与行为规范的国际比较研究"（15JJD880004） |
| 作者 | 单位 | | 林杰 | 北京师范大学 教育学部, 北京 100875 | | 晁亚群 | 北京师范大学 教育学部, 北京 100875 |
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| 摘要点击次数: 1903 |
| 全文下载次数: 4351 |
| 中文摘要: |
| 作为研究生教育的非正式组织形式，以导师为主导的师门对研究生发展发挥着重要影响力。根据非正式组织理论，研究生师门应具有如下特征：强调情感逻辑、具有非正式约束机制、通过权威人物引领师门发展。本文通过对北京某"双一流"大学的16位研究生进行深度访谈发现，师门对研究生发展的影响主要表现为知识、能力与社会性三个维度，不同师门之间非正式的互动、约束机制与权威的组织特征差异，影响了研究生发展的差异。部分师门对研究生发展的各方面都产生了积极影响，也有不少师门过于强调论文发表，对研究生创新能力的培养不足，忽视了师门的育人责任。导师应有意识地引导学生创新，形成鼓励创新的师门氛围，加强师门成员的非正式互动与情感联结，承担起对学生情感发育与人格发展的责任。 |
| 英文摘要: |
| As an informal organization in postgraduate education, the "supervisor-postgraduate fellowship" led by a supervisor plays an important role in the development of postgraduates. According to the Informal Organization Theory, the "supervisor-postgraduate fellowship" has the following characteristics:emphasized emotional logic, informal restraint mechanism, and development of the fellowship under the leadership of an authoritative figure. This study, based on the in-depth interviews with 16 postgraduates at a double first-class university in Beijing, finds that the influence of the fellowship on the development of postgraduate is mainly manifested in three dimensions:knowledge, ability, and sociality. It also finds that the different informal interactions, restraint mechanisms and authoritative organizational characteristics among different fellowships register different development of postgraduates. Some of the fellowships have a positive impact on all aspects of the development of postgraduates, while not a few of them over-emphasize paper publishing, fail to cultivate innovation ability of the postgraduates and neglect the responsibility of the fellowship to educate people. Therefore, this paper suggests that supervisors purposely guide students to innovate, create an innovation atmosphere in the fellowship, strengthen inform interaction and emotional ties, and better shoulder the responsibility for the emotion and personality development of the postgraduates. |
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