文章摘要
我国工学博士培养模式的变迁——基于历史制度主义的分析
Changes of China's Training Mode for Engineering Doctoral Students: An analysis based on historical institutionalism
投稿时间:2019-12-20  
DOI:10.19834/j.cnki.yjsjy2011.2020.03.02
中文关键词: 工学博士;培养模式;历史制度主义;分类培养体系
英文关键词: engineering doctoral student;training mode;historical institutionalism;classified training system
基金项目:
作者单位
杨院 天津大学 教育学院, 天津 300350 
王荷艳 天津大学 教育学院, 天津 300350 
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中文摘要:
      工学博士培养模式是影响工学博士培养质量的重要因素。工学博士培养模式经历了由学术型人才培养为主向多主体参与的应用型人才培养的动态变迁过程。从历史制度主义视角分析,宏观教育管理、经济和科技等体制变革从制度环境层面影响工学博士培养模式变迁;工学博士培养模式变迁中存在两个关键节点,分别形成了学术型和应用型两种人才培养模式。但由于理念先在性、体制锁定和自我强化机制等因素影响使应用型人才培养模式实现受阻。基于此,工学博士培养模式的未来改革应从优化外部体制环境,突破理念桎梏、探索建立工学博士分类培养体系及建立分类学位授予标准体系等方面入手,同时要完善相关配套保障体系。
英文摘要:
      The mode for cultivating engineering doctoral students is an important factor that influences the quality of the cultivation. The mode has experienced a dynamic process changing from mainly training students into academic personnel to training students, jointly with more participating entities, into applied talent. From the perspective of the historical institutionalism, this paper analyzes the changes of the mode caused by such system reforms in the fields of macro education management, economy, science, and technology that have influenced the cultivation of engineering doctoral students from the aspect of institutional environment. There were two key nodes in the changes of the cultivation mode, from which two modes have developed, respectively for training students into academic talent and into applied talent. However, the influence of such factors as the already existing concept, institutional self-protection and self-reinforcement has hindered the realization of the mode for training students into applied talent. Therefore, this paper suggests that the future reform of the mode start from optimizing the external institutional environment, breaking through idea shackles, exploring the establishment of a system that offers classified training and the establishment of a standard system that confers classified academic degrees. At the same time, this paper also suggests improvement of relevant supporting and education quality assurance systems.
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