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| 跨学科博士生的学科认同与社会适应 |
| Discipline Identity and Socialization of Interdisciplinary Doctoral Students |
| 投稿时间：2016-04-20 |
| DOI： |
| 中文关键词: 跨学科;博士生;学科认同;社会适应 |
| 英文关键词: interdiscipline;doctoral students;discipline identity;socialization |
| 基金项目: |
| 作者 | 单位 | | 张洪华 | 天津职业技术师范大学 教师教育研究院, 天津 300222 |
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| 中文摘要: |
| 跨学科正成为高层次人才培养的重要形式。跨学科博士培养目标所体现出的“双重”或“多元”特点常常使博士生在课程学习、时间投入及活动参与方面遭遇各种困境，难以适应跨学科学习及研究工作，以致出现学科认同危机。根据国内外经验，将跨学科博士生的社会适应过程分为预备期、形式化、去形式化和个性化四个阶段，分析了影响跨学科博士生学科认同与社会适应的因素，最后从人才培养与评价的视角提出了促进跨学科博士学科认同与社会适应的建议。 |
| 英文摘要: |
| Interdiscipline is an important form of high-level talent training. Such characteristics as "double" or "multiple" reflected in interdisciplinary doctoral education often leave doctoral students with various difficulties in their course learning, time investment and activity participation. Some PhD students found it hard to adapt themselves to interdisciplinary study and research, and they even face discipline identity crisis. The process of socialization for interdisciplinary doctoral students can be divided into four stages:probationary period, formalization, deformalization and personalization. This paper analyzes factors affecting discipline identity and socialization of doctoral students and offers some suggestions on how to promote discipline identity and socialization of interdisciplinary doctoral students through talent training and evaluation. |
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