美国一流大学博士生培养过程管理:特征与启示
|
摘要
美国一流大学重视对博士生培养的过程管理,在招生选拔、课程设置、导师遴选、科研训练、指导方式等方面制定了严格的标准和完善的制度。借鉴美国经验,我国未来在推进博士生教育改革与发展中,应优化博士生招生制度、推进跨学科课程体系建设、探索团队指导模式、建立以博士生培养质量为核心的导师遴选标准、加强科研训练、构建博士生培养过程考核与评价机制、完善论文评审制度。
The world-class universities in the United States attach great importance to the doctoral education process management and have established strict standards and perfect systems in terms of candidate selection and enrollment,curriculum provision,supervisor selection,research ability training,and guidance methods.In this paper,the authors propose that in the future promotion of the doctoral education reform and development,we should learn the experience from the United States,optimize the doctoral enrollment system,push forward the construction of interdisciplinary curriculum system,explore better team guidance modes,set up supervisor screening criteria with the quality of doctoral education as the benchmark,strengthen scientific research training,establish examination and evaluation mechanism in the doctoral education process,and improve the dissertation review system.
The world-class universities in the United States attach great importance to the doctoral education process management and have established strict standards and perfect systems in terms of candidate selection and enrollment,curriculum provision,supervisor selection,research ability training,and guidance methods.In this paper,the authors propose that in the future promotion of the doctoral education reform and development,we should learn the experience from the United States,optimize the doctoral enrollment system,push forward the construction of interdisciplinary curriculum system,explore better team guidance modes,set up supervisor screening criteria with the quality of doctoral education as the benchmark,strengthen scientific research training,establish examination and evaluation mechanism in the doctoral education process,and improve the dissertation review system.
引文
[1]Stanford University.Required Exams[EB/OL].[2018-12-19].https://studentaffairs.stanford.edu/who-weare/vice-provost-student-affairs-and-affiliated-offices/student-and-academic-services.
[2]MIT.Office of the Dean for Graduate Education,Admissions&Registration[EB/OL].[2019-01-20].https://oge.mit.edu/gpp/registration/.
[3]Harvard University.Doctoral Program Requirement[EB/OL].[2019-01-12].https://www.hbs.edu/doctoral/admissions/Pages/apply-to-program.aspx.
[4]MIT.The Match Between You and MIT[EB/OL].[2018-12-22].http://dusp.mit.edu/degrees/doctoral.
[5]汪霞.世界一流大学研究生培养模式和课程体系研究[M].南京:南京大学出版社,2015.12.
[6]MIT.Faculty Rights and Responsibilities[EB/OL].[2018-12-10].http://web.mit.edu/policies/4/4.1.
[7]Stanford University.Mentoring:a key to unlock the academy[EB/OL].[2019-01-02].http://paesmem.stanford.edu/slides/lawrence.pdf.
[8]廖萍.哈佛大学博士生导师制度研究[D].天津:天津师范大学,2015:14-28.
[9]Stanford University.Senate ofAcademic Council[EB/OL].[2018-11-25].http://facultysenate.stanford.edu/.
[10]徐轶青.美国高校怎么培养博士生[EB/OL].(2015-06-14)[2018-11-06].http://www.mit.edu/~xyq/articles/20150614_Phd_Education.pdf.
[11]Professional development videos[EB/OL].[2018-11-21].http://oge.mit.edu/development/prodepot/.
[12]Stanford,Undergraduate Admission:Academic Freedom[EB/OL].[2018-12-3].https://admission.stanford.edu/academics/programs/index.html.
[13]Massachusetts Institute of Technology.The Doctoral Program in Aeronautics and Astronautics.2010,09[EB/OL].[2018-04-03].http://mit.edu/aeroastro/academics/grad/forms/New_Doctoral_Booklet.pdf.
[14]Stanford University.Program Information:Ph.D.Degree.[EB/OL].[2018-04-18].http://ee.stanford.edu/gradhandbook/Program_Information:Ph.D_Degree#Dissertation.
[15]MIT,Office of Education:Doctoral Degree[EB/OL].[2018-12-25].https://oge.mit.Edu/gpp//degrees/doctoral/.
[16]段斌斌.从“公平选才”走向“有效选才”:我国博士招生改革的路径选择[J].高等教育研究,2017(10):55.
[17]中国博士质量分析课题组著.中国博士质量报告[M].北京:北京大学出版社,2010:27-74.
[18]Briel J,et al.GRE Horizons Planning Initiative:AResearch Project Funded by the GRE Board Research Committee,the GRE Program,and Educational Testing Service Research and Division[J].Unpublished manuscript,2000,4(3):8-20.
[19]刘国军.当前我国博士生指导教师遴选制度的思考[J].东北师大学报(哲学社会科学版),2014(6):289.
[20]刘亚敏,胡甲刚.我国博士生培养模式的特征解析[J].中国高教研究,2009(8):47.
[21]蔡军,汪霞.哈佛大学博士生中期考核特点与启示[J].研究生教育研究,2015(3):94.
[22]翟月,陈玥.美国博士生教育质量改进策略探析[J].研究生教育研究,2017(3):91-92.
[2]MIT.Office of the Dean for Graduate Education,Admissions&Registration[EB/OL].[2019-01-20].https://oge.mit.edu/gpp/registration/.
[3]Harvard University.Doctoral Program Requirement[EB/OL].[2019-01-12].https://www.hbs.edu/doctoral/admissions/Pages/apply-to-program.aspx.
[4]MIT.The Match Between You and MIT[EB/OL].[2018-12-22].http://dusp.mit.edu/degrees/doctoral.
[5]汪霞.世界一流大学研究生培养模式和课程体系研究[M].南京:南京大学出版社,2015.12.
[6]MIT.Faculty Rights and Responsibilities[EB/OL].[2018-12-10].http://web.mit.edu/policies/4/4.1.
[7]Stanford University.Mentoring:a key to unlock the academy[EB/OL].[2019-01-02].http://paesmem.stanford.edu/slides/lawrence.pdf.
[8]廖萍.哈佛大学博士生导师制度研究[D].天津:天津师范大学,2015:14-28.
[9]Stanford University.Senate ofAcademic Council[EB/OL].[2018-11-25].http://facultysenate.stanford.edu/.
[10]徐轶青.美国高校怎么培养博士生[EB/OL].(2015-06-14)[2018-11-06].http://www.mit.edu/~xyq/articles/20150614_Phd_Education.pdf.
[11]Professional development videos[EB/OL].[2018-11-21].http://oge.mit.edu/development/prodepot/.
[12]Stanford,Undergraduate Admission:Academic Freedom[EB/OL].[2018-12-3].https://admission.stanford.edu/academics/programs/index.html.
[13]Massachusetts Institute of Technology.The Doctoral Program in Aeronautics and Astronautics.2010,09[EB/OL].[2018-04-03].http://mit.edu/aeroastro/academics/grad/forms/New_Doctoral_Booklet.pdf.
[14]Stanford University.Program Information:Ph.D.Degree.[EB/OL].[2018-04-18].http://ee.stanford.edu/gradhandbook/Program_Information:Ph.D_Degree#Dissertation.
[15]MIT,Office of Education:Doctoral Degree[EB/OL].[2018-12-25].https://oge.mit.Edu/gpp//degrees/doctoral/.
[16]段斌斌.从“公平选才”走向“有效选才”:我国博士招生改革的路径选择[J].高等教育研究,2017(10):55.
[17]中国博士质量分析课题组著.中国博士质量报告[M].北京:北京大学出版社,2010:27-74.
[18]Briel J,et al.GRE Horizons Planning Initiative:AResearch Project Funded by the GRE Board Research Committee,the GRE Program,and Educational Testing Service Research and Division[J].Unpublished manuscript,2000,4(3):8-20.
[19]刘国军.当前我国博士生指导教师遴选制度的思考[J].东北师大学报(哲学社会科学版),2014(6):289.
[20]刘亚敏,胡甲刚.我国博士生培养模式的特征解析[J].中国高教研究,2009(8):47.
[21]蔡军,汪霞.哈佛大学博士生中期考核特点与启示[J].研究生教育研究,2015(3):94.
[22]翟月,陈玥.美国博士生教育质量改进策略探析[J].研究生教育研究,2017(3):91-92.