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| 博士生课程学习成效的影响因素研究——基于32名博士生课程学习经历的访谈资料分析 |
| On the Factors Influencing the Effectiveness of Doctoral Students in Course Learning——An Analysis of the Data Collected from the Interviews with 32 Doctoral Students on Their Learning Experience |
| 投稿时间：2022-04-02 |
| DOI：10.19834/j.cnki.yjsjy2011.2023.02.06 |
| 中文关键词: 博士生课程;课程学习经历;课程学习成效;质量评价 |
| 英文关键词: doctoral course;course learning experience;course learning effectiveness;quality evaluation |
| 基金项目:教育部人文社会科学研究规划基金项目"我国高校博士生教育质量治理机制研究"（18YJA880057） |
| 作者 | 单位 | | 邢晓 | 武汉大学 教育科学研究院, 武汉 430072 | | 刘亚敏 | 华中科技大学 教育科学研究院, 武汉 430074 |
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| 中文摘要: |
| 博士生课程学习成效是博士生课程质量评价的重要标准，从博士生视角反观并审思其课程学习经历，考察影响博士生课程学习成效的关键因素，有助于强化对博士生成长的关注，完善博士生课程质量评价指标体系。基于A大学分布于16所学院9大学科门类的32位博士生深度访谈质性分析，博士生课程学习成效深受博士生学习心理与行为、教师角色及教学风格、课程制度安排与学习氛围的交互影响。为充分发挥上述因素之间积极交互作用，提升课程学习成效，有必要强化课程的科研服务功能与教师的引导作用，建立常态化课程学习需求分析机制及弹性选课制度，营造师生同伴间积极对话与良性互动的学习氛围，以激发博士生课程学习内生动力，促进博士生自我发展与博士生课程质量的提升。 |
| 英文摘要: |
| The learning effectiveness of doctoral courses is an important criterion for doctoral program quality evaluation. Reviewing and analyzing the course learning experience from the perspective of doctoral students so as to find out key factors that affect their learning effect is helpful to strengthen attention to the development of doctoral students and improve the quality evaluation index system of doctoral student courses. Based on the qualitative analysis of in-depth interviews with 32 doctoral students from 9 disciplines in 16 colleges of University A, this study finds that the course learning effectiveness of doctoral students is deeply influenced by the interactions between the learning psychology and behavior of doctoral students, the role and teaching style of teachers, and the curriculum arrangement and learning atmosphere. This paper suggests that in order to give full play to the interactions between the above factors and improve the course learning effectiveness, we should strengthen the scientific research service function of the course and the guiding role of teachers, establish a regular course learning demand analysis mechanism and a flexible course selection system, and create a course learning atmosphere in which active discussions and benign interactions are carried out between teachers and students, so that we can stimulate the endogenous motivation of doctoral students in course learning, promote self-development of them and improve the quality of doctoral courses. |
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