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| “独当一面”还是“博采众长”?——不同科研训练模式下博士生创新能力差异分析 |
| “Be independent” or “learn from others”?——Analysis of the Differences of Doctoral Students' Innovation Ability in Different Scientific Research Training Modes |
| 投稿时间：2023-09-18 |
| DOI：10.19834/j.cnki.yjsjy2011.2023.06.04 |
| 中文关键词: 博士生创新能力;科研训练;独立;合作 |
| 英文关键词: innovative ability of doctoral students;scientific research training;independent;cooperation |
| 基金项目:中国学位与研究生教育学会重大课题“研究生教育强国的概念内涵、主要标志及实现路径研究”(2020ZAA5)；北京市与央属高校共建项目“北京高校科教融合协同育人机制研究”(KZ31-0743-01)；国家社科基金教育学重点项目“新时代研究生教育高质量发展研究”(AIA210012) |
| 作者 | 单位 | | 马永红 | 北京航空航天大学 高等教育研究院, 北京 100191
北京市哲学社会科学研究生教育改革与发展研究基地, 北京 100191 | | 杨雨萌 | 北京航空航天大学 高等教育研究院, 北京 100191 | | 张飞龙 | 北京航空航天大学 高等教育研究院, 北京 100191 |
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| 中文摘要: |
| 博士生主要通过个体独立自由探索和团队协同合作两种方式进行科研创新。在博士生培养实践中两种方式常常同时开展。为提高两种方式的协同效应,以促进研究生教育高质量发展,采用问卷法对全国787名博士生进行调查,根据科研方式将其划分为四种类型:协调并重型、依托团队型、独立发展型、消极被动型,并结合网络嵌入理论和知识共享理论分析其创新能力。结果表明,网络嵌入性对博士生的创新能力具有正向影响,博士生的内外部知识整合在其网络嵌入性与创新能力关系中起部分中介作用,不同类型博士生的创新水平和机制模型存在差异。协调并重型博士生的创新能力水平和知识整合水平显著高于其他类型,且其创新能力模型发展路径最为丰富。故建议兼顾个体模式和团队模式的优势,把握两种科研训练方式对博士生创新能力影响的不同机理,有针对性地引导不同类型的学生利用知识资源,同时优化团队网络范式,促进外部知识资源的有效内化。 |
| 英文摘要: |
| Doctoral students carry out scientific research innovation mainly through personal, independent and free exploration, and coordinated and cooperative teamwork, which are often applied at the same time in doctoral student cultivating practice. In order to achieve the synergy between the two and promote high-quality development of postgraduate education, the authors take a questionnaire survey covering 787 doctoral students across the country. The students are divided into four types according to their scientific research methods, respectively featuring well-coordinated personal endeavor and teamwork, teamwork dependence, self-development, and passive mode. Meanwhile, the theory of network embeddedness and the theory of knowledge sharing are applied to analyze their innovation ability. The results show that the network embeddedness has a positive impact on the innovation ability of doctoral students, and the ability of doctoral students to integrate internal and external knowledge plays a partial intermediary role in the relationship between the network embeddedness and innovation ability. The innovation levels and mechanism models of different types of doctoral students are different. The levels of innovation ability and the ability to integrate knowledge of doctoral students categorized in the type featuring well-coordinated personal endeavor and teamwork are significantly higher than those of other types, and the development paths of their innovation ability mode are most diverse. Based on the findings, the authors suggest to take into account both the advantages of the individual mode and the team mode, comprehend the influence of the different mechanisms of the two scientific research training methods on the innovative ability of doctoral students, guide different types of students to use knowledge resources in a targeted way, optimize the team network paradigm, and promote the effective internalization of external knowledge resources. |
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