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| 入门容易入行难：“理跨文”读研的现实困境与生成机制研究 |
| Easy to Learn, but Hard to Be an Insider —Research on the Practical Dilemma and Generative Mechanism for Undergraduates Majoring in Science Who Chose to Become Postgraduates in Humanities |
| 投稿时间：2024-04-01 |
| DOI：10.19834/j.cnki.yjsjy2011.2024.05.08 |
| 中文关键词: 跨学科研究生;学科文化;生涯规划;隐性知识;导师指导 |
| 英文关键词: interdisciplinary postgraduates;disciplinary culture;career planning;implicit knowledge;supervisor's guidance |
| 基金项目:中国人民大学科学研究基金(中央高校基本科研业务费专项资金资助) "博士生资助对学生读博意愿的影响" (22XNQT19) |
| 作者 | 单位 | | 宫颢韵 | 中国人民大学 教育学院, 北京 100872 | | 焦帆 | 中国人民大学 教育学院, 北京 100872 |
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| 中文摘要: |
| 在知识生产模式转型背景下,积极推进跨学科、复合型人才培养是建设创新型国家的重要途径。近年来,打破学科壁垒而选择跨学科升学的研究生比例日益提高,作为跨学科研究生中的重要子群体,从理工科跨至人文社科读研的学生培养状况值得关注。本研究对18名"理跨文"研究生进行半结构化访谈,探讨这一群体可能面临的现实困境及其生成机制。研究发现,"理跨文"学生常常处于后来者的追赶困境,其形成首先源于个体层面的规划延迟与认知偏差,其次,显性知识和隐性知识的差异与对知识类型的无意识是他们难以成为"内行人"的内在机理与本质因素,以导师效能为代表的环境支持缺位进一步导致劣势累积的恶性循环。研究认为,学科文化差异是个体、知识和环境因素发挥作用的底层逻辑,并从学生自身、高校与社会等角度提出建议,以期帮助"理跨文"学生提升学科适应表现,助力跨学科和复合型人才培养实践。 |
| 英文摘要: |
| Under the background of the transformation of knowledge production mode, actively promoting the cultivation of interdisciplinary and compound talents is an important way to build an innovative country. In recent years, the proportion of postgraduates who break the disciplinary "barriers" and choose to study across disciplines has been increasing. Therefore, we should pay attention to the cultivation of this important subgroup of interdisciplinary postgraduates who change their academic pursuit from science and technology to humanities and social sciences. Based on semi-structured interviews with 18 postgraduates who have switched from science and technology to humanities and social sciences, this study explores the dilemma that this group may face and the generative mechanism of the dilemma. The study finds that, as latecomers, these postgraduates are often in a "running behind others" predicament, the formation of which firstly stemmed from the delayed planning and cognitive bias at the individual level; and secondly, the difference between explicit knowledge and implicit knowledge and the unconsciousness of knowledge types are the internal mechanism and essential factors that make it difficult for them to become "insiders". In addition, the lack of "environmental support", particularly in terms of the effectiveness of supervisors, leads to a vicious circle of accumulated disadvantages. This study concludes that disciplinary cultural differences are the underlying logic for the role played by individuals, knowledge and environmental factors, and proposes some suggestions from the perspectives of students, universities and society to help students improve their performance in disciplinary adaptation, and facilitate the practice of cultivating interdisciplinary and multidisciplinary talents. |
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