文章摘要
博士生知识焦虑的多维透视及其消解策略
Doctoral Students' Knowledge Anxiety in Multidimensional Perspective and Resolution Strategy
投稿时间:2019-09-20  
DOI:10.19834/j.cnki.yjsjy2011.2020.01.04
中文关键词: 博士生知识焦虑;心理症候;学术体验;学术生命
英文关键词: doctoral students' knowledge anxiety;psychological symptoms;academic experience;academic life
基金项目:
作者单位
和平 辽宁师范大学 教育学院, 辽宁 大连 116029 
宫福清 辽宁师范大学 教育学院, 辽宁 大连 116029 
闫守轩 辽宁师范大学 教育学院, 辽宁 大连 116029 
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中文摘要:
      作为知识社会重要的劳动主体,博士生受知识引发的现实性变革影响而压力倍增,逐渐暴露出由知识引发的焦虑问题。从心理学来看,博士生知识焦虑表现为以无助感为特质的情绪症候,消解之策在于博士生自我调控和外部干预两个方面;从现象学来看,其导源于博士生消极的学术体验,主要表现为由知识建构中自我效能感降低和师生关系紧张所诱发的学术倦怠,对此应加强研究生教育的系统性,建立科学机制以保证师生间的良性互动;从生命哲学而言,知识焦虑表现为博士生对学术生命的存在困惑,因应之道在于关注博士生的生存状态、尊重其学术生命的独特性和完整性,满足博士生潜能发挥与自我实现的内在需求。
英文摘要:
      As an important workforce in the knowledge society, doctoral students now feel the increasing pressure from realistic change influenced by knowledge, and the anxiety problems resulted from knowledge have gradually become obvious. From the viewpoint of psychology, the knowledge anxiety of doctoral students is characterized by the emotional symptoms of helplessness, and the countermeasures should be from two aspects:self-regulation and external intervention; from the viewpoint of phenomenology, the anxiety of doctoral students is derived from the negative academic experience, with the main expression of academic burnout triggered by the low self-efficacy in knowledge construction and the tension of the teacher-student relationship. To this problem, the authors suggest we should strengthen the systematicness in post-graduate education and set up a scientific mechanism to ensure the benign interaction between teachers and students; from the viewpoint of the philosophy of life, the knowledge anxiety of doctoral students is expressed in the bewilderment of their academic life. The solution is to pay more attention to the living conditions of them, respect their uniqueness and the integrity of their academic life, and meet the inner demands of the students for potential release and self-fulfillment.
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