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| 博士生可迁移能力培养:张力及消解 |
| Doctoral Student Transferable Skills Cultivation: Tensions and Resolutions |
| 投稿时间：2019-10-14 |
| DOI：10.19834/j.cnki.yjsjy2011.2020.01.08 |
| 中文关键词: 博士生教育;可迁移能力;通用能力;软技能 |
| 英文关键词: doctoral student education;transferable skills;generic skills;soft skills |
| 基金项目: |
| 作者 | 单位 | | 彭湃 | 华中科技大学 教育科学研究院, 武汉 430074 |
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| 中文摘要: |
| 注重可迁移能力的培养已经成为最近三十年主要博士生培养国家的教育新动向。改革的形式多种多样，其主要目的在于应对博士就业多元化的趋势。在改革实践中，存在着多种张力。可迁移能力的概念本身就存在理解多元化和外延泛化的缺陷。培养博士生可迁移能力的缘由存在“短板论”和“全人论”的冲突。培养模式存在“附加式”和“融入式”的争议。可迁移能力的评价则有分散式和整合式的差异。应正视这些张力并从培养单位和博士生自身角度进行有针对性的消解。 |
| 英文摘要: |
| Emphasizing the cultivation of transferable skills has become a new trend in the major doctoral education countries in the past 30 years. There are various reforms aiming at responding to the trend of diversified Ph.D. employment, and there are various tensions in the reform practice. The terminology of "transferable skills" has its own misleading pitfalls in the diversification concept and its extension and generalization. The conflict between "shortboard view" and "holistic view" exists in the reasoning of cultivation of transferable skills for doctoral students, debate on the modes of cultivation exists in whether it is "additional" or "integrational", and the assessment on the transferable skills is argued over decentralized and integrated methods. Therefore, the author suggests that the tensions should be faced squarely and eliminated targetedly by the cultivation entities and the doctoral students themselves. |
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