专业学位研究生教育“双导师制”的制度设计及构建路径
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摘要
专业学位研究生教育"双导师制"的系统设计及构建是制度实施的前提和基础。"双导师制"的制度设计对专业学位研究生教育的制度环境优化、指导模式革新和人才培养质量提升等具有重要理论和现实价值。新制度主义理论为专业学位研究生教育"双导师制"的制度设计及构建提供了全新视角和分析范式。"双导师制"的制度设计须紧紧围绕规制性、规范性和文化—认知等三大制度要素开展以获得"合法性"基础。"双导师制"的构建,应依据制度环境特征和研究生教育主体不同需求,通过自上而下强制性变迁和自下而上诱致性变迁,平衡政府与高校、企业行业部门之间的关系,制定"双导师制"实施的规范和机制,形成多元主体认同的文化—认知体系。
The system design and construction of"double tutor system"for professional degree postgraduate education is the premise and foundation for the implementation of the system. The system design of "double tutorial system"has important theoretical and practical value for the optimization of the system environment,the innovation of the guidance mode and the improvement of the quality of personnel training of professional degree postgraduate education. The new institutionalism theory provides a new perspective and analytical paradigm for the system design and construction of the "double tutorial system"of professional degree postgraduate education.The system design of"double tutorial system"should be closely centered on the three institutional elements of regulation,social norms and cultural-cognitive system in order to obtain the basis of "legitimacy". The construction of "double tutorial system"should be based on the characteristics of institutional environment and the different needs of graduate education subjects to form a cultural-cognitive system of multi-subject identification through top-down mandatory change and bottom-up induced change,we can balance the relationship between the government,universities and enterprises,and formulate the norms and mechanisms for the implementation of the"double tutorial system".
The system design and construction of"double tutor system"for professional degree postgraduate education is the premise and foundation for the implementation of the system. The system design of "double tutorial system"has important theoretical and practical value for the optimization of the system environment,the innovation of the guidance mode and the improvement of the quality of personnel training of professional degree postgraduate education. The new institutionalism theory provides a new perspective and analytical paradigm for the system design and construction of the "double tutorial system"of professional degree postgraduate education.The system design of"double tutorial system"should be closely centered on the three institutional elements of regulation,social norms and cultural-cognitive system in order to obtain the basis of "legitimacy". The construction of "double tutorial system"should be based on the characteristics of institutional environment and the different needs of graduate education subjects to form a cultural-cognitive system of multi-subject identification through top-down mandatory change and bottom-up induced change,we can balance the relationship between the government,universities and enterprises,and formulate the norms and mechanisms for the implementation of the"double tutorial system".
引文
[1]全国工程硕士专业学位教育指导委员会.关于制订在职攻读工程硕士专业学位研究生培养方案的指导意见[Z]. 1999.
[2]王焱,等.全日制专业学位研究生双导师制建设的探索和实践——以河海大学为例[J].研究生教育研究,2015(5):75-78;施亚玲,等.全日制硕士专业学位研究生导师队伍建设现状调查分析[J].学位与研究生教育,2011(12):24-29;刘丽艳,秦春生.协同与融合:全日制教育硕士研究生培养中的双导师制研究[J].学位与研究生教育,2016(12):54-58.
[3]周红康.双导师制:创新型研究生培养的新机制[J].江苏高教,2006(5):91-93.
[4]Meyer John W,Brain Rowann. Institutionalized organizations:Formal structure as myth and ceremony[J]. American Journd of Sociology,1977:340-363.
[5][美]戴维斯·诺斯.制度变迁的理论:概念与原因[M].刘守英,译.上海:上海人民出版社,2003:270.
[6]朱德米.新制度主义政治学的兴起[J].复旦学报,2001(3).
[7][8]何俊志,等.新制度主义政治学译文精选[M].天津:天津人民出版社,2007:48,78.
[9][10][16][美]W.理查德·斯科特.制度与组织——思想观念与物质利益:第3版[M].姚伟,王黎芳,译.北京:中国人民大学出版社,2010:59,63,158.
[11]陈家刚.全球化时代的新制度主义[J].马克思主义与现实,2003(6):20.
[12]周雪光.组织社会学十讲[M].北京:社会科学文献出版社,2003:75.
[13][美]海因兹-迪特·迈尔,[美]布莱恩·罗万,郑砚秋.教育中的新制度主义[J].北京大学教育评论,2007(1):19.
[14][法]皮埃尔·布迪厄,[美]华康德.实践与反思:反思社会学导引[M].李猛,等,译.北京:中央编译出版社,2004:143.
[15][美]道格拉斯·C.诺思.制度、制度变迁与经济绩效[M].刘守英,译.上海:格致出版社,上海三联书店,上海人民出版社,1994:126-128.
[2]王焱,等.全日制专业学位研究生双导师制建设的探索和实践——以河海大学为例[J].研究生教育研究,2015(5):75-78;施亚玲,等.全日制硕士专业学位研究生导师队伍建设现状调查分析[J].学位与研究生教育,2011(12):24-29;刘丽艳,秦春生.协同与融合:全日制教育硕士研究生培养中的双导师制研究[J].学位与研究生教育,2016(12):54-58.
[3]周红康.双导师制:创新型研究生培养的新机制[J].江苏高教,2006(5):91-93.
[4]Meyer John W,Brain Rowann. Institutionalized organizations:Formal structure as myth and ceremony[J]. American Journd of Sociology,1977:340-363.
[5][美]戴维斯·诺斯.制度变迁的理论:概念与原因[M].刘守英,译.上海:上海人民出版社,2003:270.
[6]朱德米.新制度主义政治学的兴起[J].复旦学报,2001(3).
[7][8]何俊志,等.新制度主义政治学译文精选[M].天津:天津人民出版社,2007:48,78.
[9][10][16][美]W.理查德·斯科特.制度与组织——思想观念与物质利益:第3版[M].姚伟,王黎芳,译.北京:中国人民大学出版社,2010:59,63,158.
[11]陈家刚.全球化时代的新制度主义[J].马克思主义与现实,2003(6):20.
[12]周雪光.组织社会学十讲[M].北京:社会科学文献出版社,2003:75.
[13][美]海因兹-迪特·迈尔,[美]布莱恩·罗万,郑砚秋.教育中的新制度主义[J].北京大学教育评论,2007(1):19.
[14][法]皮埃尔·布迪厄,[美]华康德.实践与反思:反思社会学导引[M].李猛,等,译.北京:中央编译出版社,2004:143.
[15][美]道格拉斯·C.诺思.制度、制度变迁与经济绩效[M].刘守英,译.上海:格致出版社,上海三联书店,上海人民出版社,1994:126-128.