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| 反思性实践：国外专业学位博士生教育高质量发展的启示 |
| Reflective Practice: the Implications of High-quality Development of Overseas Professional Doctorate Education |
| 投稿时间：2023-06-11 |
| DOI：10.19834/j.cnki.yjsjy2011.2023.06.11 |
| 中文关键词: 专业学位博士生教育;高质量发展;技术理性;反思性实践 |
| 英文关键词: professional degree doctoral education;high-quality development;technical rationality;reflective practice |
| 基金项目:中国工程院战略研究与咨询项目(2022-XY-04)；华中科技大学文科双一流建设项目(智库建设与社会服务能力提升) |
| 作者 | 单位 | | 曹媛媛 | 华中科技大学 教育科学研究院, 武汉 430074 | | 郭卉 | 华中科技大学 教育科学研究院, 武汉 430074 | | 储昭卫 | 华中科技大学 教育科学研究院, 武汉 430074 |
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| 中文摘要: |
| 专业博士学位是知识经济背景下全球博士生教育改革的产物,对于服务国家重大发展战略、支撑和引领经济社会发展意义重大。20世纪90年代以来,美、英、澳等国专业学位博生教育在反思性实践认识论的指导下逐渐摆脱了"合法性危机",并实现高质量发展。通过列举反思性实践认识论影响国外专业博士学位发展的典型案例和回顾反思性实践认识论的产生背景与基本内涵,发现由于相同的专业教育语境、相似的专业教育背景和较强的理论解释力,反思性实践认识论具有指导本土专业学位博士生教育发展的适切性。提出从培养反映的实践者、开设反思性实践课、推进基于工作的学习、开展项目式研究等方面入手凸显专业博士学位的实践性特色,提升专业学位博士生的培养质量。 |
| 英文摘要: |
| Professional degree doctoral education is the product of the global doctoral education reform in the context of the knowledge-based economy, which is of great significance for serving the country's major development strategies, supporting and leading economic and social development. Since the 1990s, professional degree doctoral education in the United States, Britain, Australia and other countries has gradually got rid of the "legitimacy crisis" under the guidance of reflective practice epistemology, and achieved high-quality development. The study enumerates typical cases of reflective practice epistemology affecting the development of overseas professional doctoral students, and reviews the background and basic connotation of reflective practice epistemology. The outcomes show that if the professional education context is the same, the professional education background is similar, and the theoretical explanation is comparatively strong, reflective practice epistemology is appropriate to guide the development of local professional degree doctoral education. Therefore, the authors propose to highlight the practical characteristics of the professional doctorate degree programs from the aspects of cultivating reflective practitioners, offering reflective practice courses, promoting work-based learning, and carrying out project-based research, so as to improve the cultivation quality of professional degree doctoral students. |
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