文章摘要
“双一流”建设背景下的博士生教育质量——多维评价、互构逻辑与动力机制
On Doctoral Education Quality under the Background of “Double First Class” Construction: Based on Multidimensional Evaluation, Mutual Construction Logic and Dynamic Mechanism
投稿时间:2020-12-14  
DOI:10.19834/j.cnki.yjsjy2011.2021.02.12
中文关键词: 博士教育质量;多维评价;"双一流";知识生产模式
英文关键词: doctoral education quality;multidimensional evaluation;"double first-class";knowledge production mode
基金项目:福建省社会科学规划项目:"双一流"建设背景下博士教育质量的多维评价与提升路径研究(FJ2018B044)
作者单位
牛风蕊 福州大学 高等教育研究所, 福州 350116 
张紫薇 广州行政学院 公共管理教研部, 广州 510070 
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中文摘要:
      随着知识生产模式的转型和博士生教育规模的扩张,博士质量评价的视角逐渐由单一的学术标准向多维度的标准转变。学术逻辑和应用逻辑的冲突交合,学科建制的独立性与跨学科发展的现实需求,以及评价制度学术指标化与利益相关者诉求效益化的矛盾,形成了博士教育质量评价导向的互构逻辑。"双一流"建设战略的实施,博士教育在制度供给、宏观环境、资源支持上发生了重大变化,多重因素的互动构成了博士教育质量改革新的动力机制。在博士教育由"供给驱动"转向"需求驱动"的发展背景下,迫切需要加强博士生培养过程的管理,推进博士生的跨学科培养,完善博士生分类培养模式,以实现质量与规模的同频共振。
英文摘要:
      With the transformation of knowledge production mode and the expansion of doctoral education, the standard for doctoral education quality evaluation has gradually changed from a single academic one to multi-dimensional one. The conflicts and interactions between academic logic and applied logic, the practical needs of independent disciplinary systems and interdisciplinary development, as well as the contradictions between the academic indexation of the evaluation system and the demands of stakeholders for benefit have produced together a mutualistic logic of the doctoral education quality evaluation. With the implementation of the "double first-class" construction strategy, major changes have taken place in institutional supply, macro environment, and resource support in doctoral education, and the interaction of multiple factors constitutes a new dynamic mechanism for the reform of doctoral education aiming at better quality. The authors conclude that under the development background from "supply-driven" to "demand-driven", it is urgent to strengthen the training management, promote interdisciplinary training, and improve classified training modes during the training process for doctoral students, so as to finally achieve coordinated progress for both quality and scale.
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