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| 学术发表作为博士生毕业条件:学理悖论、实践弊端与改革路径 |
| On Theoretical Paradoxes, Practical Disadvantages in the Context Where Mandatory Academic Publication Is Required for a Doctoral Student to Graduate and Proposed Reform Paths |
| 投稿时间：2025-12-25 |
| DOI：10.19834/j.cnki.yjsjy2011.2026.01.07 |
| 中文关键词: 学术发表;博士生教育;学术评价;毕业条件;育人本质 |
| 英文关键词: academic publication;doctoral education;academic evaluation;graduation requirements;the essence of cultivation for students |
| 基金项目:浙江省高校重大人文社科攻关计划项目"人工智能背景下高等学校教育教学创新研究"(2024GH027) |
| 作者 | 单位 | | 陈洪捷 | 宁波大学 教师教育学院, 浙江 宁波 315211
北京大学 教育学院, 北京 100871 | | 包运清 | 宁波大学 教师教育学院, 浙江 宁波 315211 | | 周建华 | 宁波大学 教师教育学院, 浙江 宁波 315211 |
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| 中文摘要: |
| 在我国博士生教育中,学术发表与学位授予的强制性捆绑是一项颇具争议的基础性制度,其初衷为训练科研能力、保障培养质量,但在"破五唯"背景下存续逻辑遭遇深刻拷问。本研究系统揭示该制度的多重悖论与危害:演进中从量化工具异化为刚性规训;学理上混淆"学术学徒"与"成熟学者"边界、违背学术社会化规律、偏离创新目标;实践中侵蚀高校学术自治、异化导学关系,导致权责失衡并造成博士生科研能力偏科、学位论文价值弱化、学术生态恶化及创新人才流失等问题。为此,研究提出确立博士论文中心地位、构建多元全过程质量保障机制、深化学术治理与成果评价多元化转型等改革路径,旨在推动博士生教育回归育人本质,为支撑国家科技自立自强提供学理参考与实践指引。 |
| 英文摘要: |
| In China’s doctoral education, the mandatory binding of academic publication and degree awarding is a highly controversial but fundamental system, which was originally designed to upgrade students’ scientific research capabilities and ensure education quality. However, in the context of moving away from the "five-only" criteria, the logic survival of the system has been profoundly questioned. This study systematically exposes the multiple paradoxes and harms inherent in this system: in its evolution, it has transformed from a quantitative tool into rigid regulations; theoretically, it confuses the boundaries between "academic apprentices" and "mature scholars", violates the rule of academic socialization, and strays away from the innovation objective; in practice, it erodes academic autonomy of universities, distorts supervisor-student relationship, leads to imbalance between power and responsibility, and further causes issues such as one-sided research capability of doctoral students, diminished value of academic papers, deterioration of the academic ecosystem, and outflow of innovative talent. Consequently, this research proposes some reform paths including: establishing the centrality of doctoral dissertation; constructing a multi-faceted, full-process quality assurance mechanism; and deepening the diverse reform of academic governance and achievement evaluation. These aim to restore doctoral education to its essence of cultivation for students, and provide theoretical references and practical guidance for the national independent and self-reliant sci-tech development. |
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