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| 我国专业学位研究生项目制培养的生成与运行逻辑研究 |
| A Study on the Generative and Operational Logic of the Project-Based System for Cultivating Professional Degree Postgraduates in China |
| 投稿时间：2026-02-03 |
| DOI：10.19834/j.cnki.yjsjy2011.2026.03.13 |
| 中文关键词: 专业学位;项目制;生成逻辑;运行张力 |
| 英文关键词: professional degree;project-based system;generative logic;operational tension |
| 基金项目:面向国家重大战略需求的博士生项目制培养模式研究(24YJA880001);中国研究生院院长联席会2024年研究生教育研究探索课题“面向国家重大战略需求推进研究生项目制培养的探索与实践”(ACGS05-2024014);中国高等教育学会服务教育强国建设研究课题“面向国家重大战略需求的拔尖创新人才项目制培养模式研究”(25FWQG0102) |
| 作者 | 单位 | | 包水梅 | 兰州大学 高等教育研究院, 兰州 730000 | | 王琦 | 南京大学 教育研究院, 南京 210023 | | 金鑫 | 兰州大学 研究生院, 兰州 730000 |
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| 中文摘要: |
| 项目制培养是专业学位研究生教育改革的重要探索。其萌生于产业人才需求与人才培养困境的双重压力,在政策引导与多元主体共识下逐步成型;其制度生命力根植于培养模式创新的现实诉求与项目制自身制度优势的深度耦合,并通过国际先进经验的本土转化实现适应性创新。运行中,项目制以“一事一议”的立项原则、“竞争择优”的资源配置、“技术治理”的管理逻辑和“协同创新”的组织优势,赋能人才选育、资源建设、流程控制与组织管理等关键环节,但也面临以下运行问题:技术治理与育人逻辑的价值分野、竞争择优与教育公平的制度矛盾、主体协同意愿与市场理性的实践冲突。未来需在提升运行效能的同时坚守教育本位,切实深化项目育人的内涵。 |
| 英文摘要: |
| Project-based education constitutes a pivotal exploration inthe reform of professional degree postgraduate education.It emerges from the dual impetus of industrial talent demand and predicament in talent cultivation, and gradually evolves into an institutionalized framework under policy guidance and consensus among multi-sector stakeholders. Its institutional vitality is rooted in the deep coupling between the practical demand for innovative training modelsand the inherent institutional advantages of the project-based system, and achieves adaptive innovation through the contextual adaptation and localization of international best practices. In operation, the project-based system leverages case-specific project initiation, competitive resource allocation, technology-driven governance logic, and collaborative innovation-oriented organizational advantages to empower critical operational links of talent selection and training, resource development, process control, and organizational management. However, the system simultaneously faces the following operational tensions: the value divergence between technology-driven governance and educational cultivation logic, the institutional contradiction between competitive resource allocation and educational equity, and the practical conflict between collaborative willingness of stakeholders and market rationality. This paper reminds us that in the future, it is essential for us to balance enhancing operational efficiency with upholding our core mission of education, thereby concretely deepening the implementation of project-based talent cultivation. |
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