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| 本博跨越之间:低年级直博生边缘心理的成因研究 |
| On the Cause of Marginal Psychology in Low-grade Direct-entry PhD Students in the Transitional Period from Undergraduate Status to Doctoral Status |
| 投稿时间：2020-09-15 |
| DOI：10.19834/j.cnki.yjsjy2011.2020.06.03 |
| 中文关键词: 直博生;博士生;边缘理论;博士生教育 |
| 英文关键词: direct-entry PhD student;PhD student;marginal theory;doctoral education |
| 基金项目:清华大学全球学校与学生发展评价研究中心重大课题"高等院校学生发展与院校发展评价体系的构建"（2017ACSD002） |
| 作者 | 单位 | | 洪茜 | 清华大学 教育研究院, 北京 100084 | | 刘路 | 清华大学 教育研究院, 北京 100084 | | Hamish Coates | 清华大学 教育研究院, 北京 100084 |
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| 中文摘要: |
| 直博生日益成为我国博士生群体的重要构成，然而低年级直博生在从本科毕业生到博士生的身份适应过程中存在一定的边缘心理问题。本文运用边缘理论，对低年级直博生边缘心理的成因进行分析，发现：以身心发展、知识能力基础与传统博士生群体的差异为标志的边缘范畴是导致低年级直博生边缘心理的内核原因；"低构成"型和"知识生产"型边缘情境是导致其边缘心理的直接原因；群体归属的主观选择、不同领域知识生产者角色的准入门槛也具有一定的调节作用。研究提出的建议包括：通过科学认知群体差异、构建新型社会认同，帮助低构成情境下的直博生应对社会认同中的挑战；根据直博生知识能力基础、学科领域性质形成相对独立的培养体系，构建恰当的角色期待。 |
| 英文摘要: |
| Direct-entry PhD students become increasingly an important part of PhD students in China. However, there are marginal psychological problems occurring in the process of their identity adaption from undergraduate status to PhD student status. Based on the marginal theory, this paper analyzes the causes of the marginal psychology of the low-grade direct-entry PhD students, revealing that the marginal category earmarked by the different physical and mental development, and knowledge and skill proficiency from traditional PhD students constitutes the essential factor; the marginal presence in "low composition" type and "knowledge production" type constitute direct factors; the subjective choice to group affiliations and the recognition threshold for them to be in the role of knowledge producers in different fields act as moderating factors. The suggestions put forward in this study include: acknowledge scientifically the group difference and reconstruct a new social identity to help the direct-entry PhD students in "low composition" address social identity challenges, and establish a comparatively independent training system and appropriate expectation to the roles of the direct-entry PhD students according to their knowledge capacity developed and the attributes of their disciplines. |
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