我国教育博士培养制度实施中的问题与对策
|
摘要
2015年底,我国教育博士第一轮试点培养期结束,国家对15家试点培养单位进行了审核评估并启动了新一轮培养工作。作为新生事物,我国教育博士培养制度在实施过程中遇到了各种各样的问题,不仅有与美国经验类似的"培养目标争议"、"学习进度滞后"问题,也有在中国独特社会文化背景下的"大学办学自主权与制度建设问题"等。研究发现,产生问题的主要原因是学习者目标和培养机构定位的差异、学习者的有效时间投入不足和复杂的学习环境、政府政策部门的"怕乱"心理以及制度初创期的局限性等。研究基于大量文献与实证调研数据,讨论了教育博士"双重属性"作为一种解决培养目标争议的思路的可能性,提出了构建学习网络促进教育博士生的学习与研究、尝试进行制度规约之下的特色化培养实践等对策建议。
The first pilot cultivation period of Ed.D programs in China was completed in 2015, 15 pilot Ed.D programs were evaluated at the end of 2015 and all of them authorized to start a new cultivation period. As a brand new system, China's Ed.D cultivation system encountered some dilemmas in the process of establishment and implementation, including "programs' objective dispute" and "the delay of students' study progress" which were similar to the U.S. experience. Furthermore, we also need to design the autonomous level of these University-based Ed.D programs to avoid the abuse of Ed.D degree awarding and construct better cultivation system to improve quality of Ed.D programs. This study found the differentiation of different Ed.D students' objectives and different Universities' social responsibilities were the main reasons of programs' objective dispute, the lack of effective time investment and the complex learning environment of Ed.D students were the main reasons of the delay of students' study progress, the cautious administration of policy makers and the lack of cultivation experience of Universities caused some system limitations in the initial stage. Based on a large number of literatures and empirical research data, this study discussed the idea of Ed.Ds' "dual nature" as a way to resolve the controversy over objective dispute, suggest build learning networks to promote the study of Ed.D students, and encourage Universities try to carry out distinctive cultivation practices under the system regulations.
The first pilot cultivation period of Ed.D programs in China was completed in 2015, 15 pilot Ed.D programs were evaluated at the end of 2015 and all of them authorized to start a new cultivation period. As a brand new system, China's Ed.D cultivation system encountered some dilemmas in the process of establishment and implementation, including "programs' objective dispute" and "the delay of students' study progress" which were similar to the U.S. experience. Furthermore, we also need to design the autonomous level of these University-based Ed.D programs to avoid the abuse of Ed.D degree awarding and construct better cultivation system to improve quality of Ed.D programs. This study found the differentiation of different Ed.D students' objectives and different Universities' social responsibilities were the main reasons of programs' objective dispute, the lack of effective time investment and the complex learning environment of Ed.D students were the main reasons of the delay of students' study progress, the cautious administration of policy makers and the lack of cultivation experience of Universities caused some system limitations in the initial stage. Based on a large number of literatures and empirical research data, this study discussed the idea of Ed.Ds' "dual nature" as a way to resolve the controversy over objective dispute, suggest build learning networks to promote the study of Ed.D students, and encourage Universities try to carry out distinctive cultivation practices under the system regulations.
引文
[1]张凤燕.美国教育博士专业学位教育改革[D].东北师范大学,2014:5-16.
[2][英丁]阿什比E.科技发达时代的大学教育[M].滕大春,等译.北京:人民教育出版社,1983.7.
[3]Vera E B.The Ed.D.in Educational Leadership and Administration:The students'and alumni's experiences[Z].Ann Arbor:The University of Texas at El Paso,2012.
[4]张斌贤,文东茅,翟东升.我国教育博士专业学位教育的回顾与前瞻[J].学位与研究生教育,2016,(2):1-6.
[5]马爱民,李永刚.我国教育博士专业学位研究生培养状况调查研究[J].国家教育行政学院学报,2015,(3):73-79.
[6]Bradley C.Courtenay.Eliminating the Confusion Over the Ed.D and Ph.D in Colleges and Schools of Education.Innovative Higher Education,13(1),Fall/Winter 1988.
[7]国务院学位委员会.关于下达教育博士专业学位设置方案的通知(学位[2009]8号)[Z].国务院学位委员会,2009.
[8]Neumann R,Rodwell J.The‘invisible’part time research students:a case study of satisfaction and completion[J].Studies in Higher Education,2009,34(1):55-68.
[9]Lovitts B E.Being a good course taker is not enough:a theoretical Perspective on the transition to independent research[J].Studies in higher education.2005,30(2):137-154.
[10]武法提.基于WEB的学习环境设计[J].电化教育研究.2000,(4):33-38.
[11][12]黄富顺.成人学习[M].台北:五南圖書出版股份有限公司,2002:359-360,387-388.
[13]Fulton R D.A conceptual model for understanding the physical attributes of learning environments[J].New Directions for Adult and Continuing Education.1991,1991(50):13-22.转引自黄富顺.成人学习[M].台北:五南圖書出版股份有限公司,2002:398-402.
[14]Burgess H,Weller G,Wellington J.Tensions in the purpose and impact of professional doctorates[J].Work Based Learning e-Journal,2011,1.
[15]Baez B.Degree of distinction:The Ed.D.or the Ph.D.in education[C].2002.
[16]Neumann R,Rodwell J.The‘invisible’part-time research Students:a case study of satisfaction and completion[J].Studies in Higher Education,2009,34(1):55-68.
[17]郭为藩.成人學習:心理学的探讨[M].台北:心理出版社股份有限公司,2003:169.
[18]Hopwood N.A sociocultural view of doctoral students'relationships and agency[J].Studies in Continuing Education.2010,32(2):103-117.
[19]Stephenson J,Malloch M,Cairns L.Managing their own programme:a case study of the first graduates of a new kind of doctorate in professional practice[J].Studies in Continuing Education,2006,28(1):17-32.
(1)主要包括国家教育专业学位研究生教育指导委员会工作会议、全国教育博士论坛、教育博士培养单位经验交流会、培养单位(如北京师范大学)教育博士培养工作研讨会、教育博士调研会、教育博士座谈会、教育博士国际交流会等
(2)数据来自研究者2013年12月在香港大学实地调研和访谈的记录。
(3)在试点时期,各试点单位教育博士的名额都非常有限,而且都是在博士生招生的总指标中切分出来的,因此各试点单位的招生环节都非常严格,以北师大为例,从审核材料开始,到笔试,再进入到学术组、实践组的双轮差额面试等.
(4)表1、表2来源于中国教育专业学位研究生教育指导委员会2017年9月统计数据
(5)数据来源于研究者2016-2017年在美留学时的访谈资料和大学网站相关信息。
(6)来源于B大学2012年招生数据.
(7)本条参考全国教育专业学位教育指导委员会2013年提交国务院学位办的政策建议.2013.
[2][英丁]阿什比E.科技发达时代的大学教育[M].滕大春,等译.北京:人民教育出版社,1983.7.
[3]Vera E B.The Ed.D.in Educational Leadership and Administration:The students'and alumni's experiences[Z].Ann Arbor:The University of Texas at El Paso,2012.
[4]张斌贤,文东茅,翟东升.我国教育博士专业学位教育的回顾与前瞻[J].学位与研究生教育,2016,(2):1-6.
[5]马爱民,李永刚.我国教育博士专业学位研究生培养状况调查研究[J].国家教育行政学院学报,2015,(3):73-79.
[6]Bradley C.Courtenay.Eliminating the Confusion Over the Ed.D and Ph.D in Colleges and Schools of Education.Innovative Higher Education,13(1),Fall/Winter 1988.
[7]国务院学位委员会.关于下达教育博士专业学位设置方案的通知(学位[2009]8号)[Z].国务院学位委员会,2009.
[8]Neumann R,Rodwell J.The‘invisible’part time research students:a case study of satisfaction and completion[J].Studies in Higher Education,2009,34(1):55-68.
[9]Lovitts B E.Being a good course taker is not enough:a theoretical Perspective on the transition to independent research[J].Studies in higher education.2005,30(2):137-154.
[10]武法提.基于WEB的学习环境设计[J].电化教育研究.2000,(4):33-38.
[11][12]黄富顺.成人学习[M].台北:五南圖書出版股份有限公司,2002:359-360,387-388.
[13]Fulton R D.A conceptual model for understanding the physical attributes of learning environments[J].New Directions for Adult and Continuing Education.1991,1991(50):13-22.转引自黄富顺.成人学习[M].台北:五南圖書出版股份有限公司,2002:398-402.
[14]Burgess H,Weller G,Wellington J.Tensions in the purpose and impact of professional doctorates[J].Work Based Learning e-Journal,2011,1.
[15]Baez B.Degree of distinction:The Ed.D.or the Ph.D.in education[C].2002.
[16]Neumann R,Rodwell J.The‘invisible’part-time research Students:a case study of satisfaction and completion[J].Studies in Higher Education,2009,34(1):55-68.
[17]郭为藩.成人學習:心理学的探讨[M].台北:心理出版社股份有限公司,2003:169.
[18]Hopwood N.A sociocultural view of doctoral students'relationships and agency[J].Studies in Continuing Education.2010,32(2):103-117.
[19]Stephenson J,Malloch M,Cairns L.Managing their own programme:a case study of the first graduates of a new kind of doctorate in professional practice[J].Studies in Continuing Education,2006,28(1):17-32.
(1)主要包括国家教育专业学位研究生教育指导委员会工作会议、全国教育博士论坛、教育博士培养单位经验交流会、培养单位(如北京师范大学)教育博士培养工作研讨会、教育博士调研会、教育博士座谈会、教育博士国际交流会等
(2)数据来自研究者2013年12月在香港大学实地调研和访谈的记录。
(3)在试点时期,各试点单位教育博士的名额都非常有限,而且都是在博士生招生的总指标中切分出来的,因此各试点单位的招生环节都非常严格,以北师大为例,从审核材料开始,到笔试,再进入到学术组、实践组的双轮差额面试等.
(4)表1、表2来源于中国教育专业学位研究生教育指导委员会2017年9月统计数据
(5)数据来源于研究者2016-2017年在美留学时的访谈资料和大学网站相关信息。
(6)来源于B大学2012年招生数据.
(7)本条参考全国教育专业学位教育指导委员会2013年提交国务院学位办的政策建议.2013.
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |