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| 导师隐性知识对研究生科研兴趣的影响——基于不同主体主导互动方式的调节效应 |
| Influence of Supervisors’ Tacit Knowledge on Research Interest of Postgraduates: Based on the moderating effect of interactive modes by different dominant entities |
| 投稿时间：2019-04-28 |
| DOI： |
| 中文关键词: 导师隐性知识;导师主导式互动方式;学生中心式互动方式;科研兴趣 |
| 英文关键词: tacit knowledge of supervisor;supervisor-led interaction;student-centered interaction;research interest |
| 基金项目:国家自然科学基金项目（71401021）；重庆市研究生教育教学改革研究项目（yjg153054，yjg20163045） |
| 作者 | 单位 | | 孙金花 | 重庆理工大学 管理学院, 重庆 400054 | | 代言阁 | 重庆理工大学 管理学院, 重庆 400054 | | 胡健 | 重庆理工大学 管理学院, 重庆 400054 |
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| 中文摘要: |
| 顺应创新驱动背景下高层次创新人才培养的需要，优化传统师徒制的培养模式，探索能更有效激发研究生科研兴趣的关键路径成为研究生培养质量提升的关键。本文着力于探知不同主体主导的互动方式对导师隐性知识激发研究生科研兴趣的影响。实证研究结果表明：导师隐性知识会正向影响研究生科研兴趣的形成，且导师主导式互动方式和学生中心式互动方式均正向调节于两者之间的作用关系，但影响程度存在一定差别，即与导师主导式互动方式的调节效应相比，学生中心式互动方式的调节效应要强。综合这一结论，本文以有效激发研究生科研兴趣为着力点，提出多路径改革研究生教学与培养模式，切实发挥导师隐性知识的能动效应，并精准化定位面向培养对象的差异化需求，采取不同主体主导的互动方式。 |
| 英文摘要: |
| In following the need of education for high-level innovators in the background of innovation-driven development, the optimization of the traditional "master-apprentice" training mode and the exploration of the ways that can effectively inspire the academic interest of postgraduates become now crucial to the enhancement of the postgraduate education quality. This paper focuses on exploring the influence on the research interest of postgraduates stimulated by tacit knowledge of supervisors through the modes of interactions dominated by different parts of the education. The empirical research manifests that the tacit knowledge of supervisors can provide a positive impact on the formation of the scientific research interest of postgraduates. The interactions dominated either by supervisors or postgraduates can positively moderate the interaction relations between the two parts. But the degrees of the influence are different, that is, the moderating effect of student-centered interaction is stronger than that led by supervisors. Based on the study, the authors propose multi-path reform on postgraduate teaching and training mode, aiming to give full play to the dynamic effect of the tacit knowledge of supervisors, accurately locate the differentiated needs of education for individual postgraduates and employ interactions dominated by different parts of the education. |
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