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| 研究生教育学之学科建设:路径、进展与方向 |
| On the Path, Progress and Orientation of the Discipline Construction for Postgraduate Pedagogy |
| 投稿时间：2020-02-08 |
| DOI：10.19834/j.cnki.yjsjy2011.2020.03.10 |
| 中文关键词: 研究生教育学;学科建设;理论体系;组织建制 |
| 英文关键词: postgraduate pedagogy;discipline construction;theoretical system;institutional establishment |
| 基金项目:清华大学全球学校与学生发展评价研究中心立项课题"基于科研数据的高等教育学科发展及变迁分析"（2017ACSD004） |
| 作者 | 单位 | | 王传毅 | 清华大学 教育研究院, 北京 100084 | | 杨佳乐 | 清华大学 教育研究院, 北京 100084 | | 刘惠琴 | 清华大学 教育研究院, 北京 100084 |
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| 中文摘要: |
| 内在的理论体系与外在的组织建制是学科建设两大重要维度。作为"大科学"时代的新兴学科，研究生教育学应当采取"由外向内"的路径开展学科建设。在四十年的建设过程中，研究生教育学已通过"内外兼修"取得了显著的建设成绩。在组织建制上，形成了国家、省市二级专业学会、高校和第三方组织共同支撑的研究机构、依托自设二级学科搭建的专门人才培养单位以及专门的学术期刊；在理论体系建设上，明晰了研究生教育不同于其他层次教育的特殊性，并在基本理论研究、招考研究、课程与教学研究、质量评价研究以及战略规划研究方面形成了系列重要的研究成果。未来研究生教育学的学科建设应"外聚内观"：进一步汇聚合力，充分发挥各利益相关者的能动性，加强组织建制的建设；进一步以"前沿知识"为逻辑起点加强研究生教育学基本问题研究，推动分支学科的建立和发展，综合运用多种方法研究相关现实问题。 |
| 英文摘要: |
| The internal theoretical system and the institutional structure are two important dimensions of a discipline construction. As an emerging discipline in the era of big science, postgraduate pedagogy should follow the path of "from outside to inside" to develop its discipline construction. The authors note that over the past 40 years, China has made remarkable achievements in the construction of the postgraduate pedagogy through efforts in the "internal and external cultivation". Specifically, in terms of institutional structure, we have now national and provincial professional societies at two levels, research institutes supported by higher-learning institutions and third-party organizations, specialized training units based on independently designed secondary disciplines, and specialized academic journals; in terms of theoretical system construction, we have clarified the particularity of postgraduate education from others, and made a good many important research achievements in the study of basic theory, entrance examination, curriculum, teaching methods, quality evaluation and strategic planning. The authors propose that in the future, we gather more strength from outside of the school while improving ourselves for the discipline construction of the postgraduate pedagogy, give full play to the initiative of all stakeholders and strengthen the construction of institutional structure so as to further gather strength. The authors also propose that we further strengthen research on the basic problems of postgraduate pedagogy with the frontier knowledge as the logical starting point, promote the establishment and development of branch disciplines, and comprehensively study relevant practical problems with various methods. |
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