2000年后教育学科研究生教育发展的跨国比较——基于8国数据的历时性分析
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摘要
基于对美国、加拿大、英国、德国、日本、韩国、澳大利亚和中国大陆2000年后教育学科研究生教育发展态势的历时性分析,发现:我国教育学科研究生教育规模相对于我国庞大的受教育人口需求仍然偏小,结构还有待优化,质量尚有明显的提升空间。未来国家应扩大教育学科研究生教育,特别是专业学位的规模,创新人才培养模式,在下一轮"双一流"建设的遴选中加大教育学科的支持力度。
Based on the diachronic analysis of the development trends of postgraduate education in the discipline of education of 8 countries, i.e. the United States, Canada, the United Kingdom, Germany, Japan, South Korea, Australia and Mainland China after 2000, it is found that the scale of China's postgraduate education in the discipline of education is still small compared with the large demand of educated population, the structure remains to be optimized, and the quality still need to be improved. In the future, China should expand the scale of postgraduate education in the discipline of education, especially the scale for professional degree, innovate the talent training mode, and strengthen the support for the discipline of education in the next round of "double firstclass" construction.
Based on the diachronic analysis of the development trends of postgraduate education in the discipline of education of 8 countries, i.e. the United States, Canada, the United Kingdom, Germany, Japan, South Korea, Australia and Mainland China after 2000, it is found that the scale of China's postgraduate education in the discipline of education is still small compared with the large demand of educated population, the structure remains to be optimized, and the quality still need to be improved. In the future, China should expand the scale of postgraduate education in the discipline of education, especially the scale for professional degree, innovate the talent training mode, and strengthen the support for the discipline of education in the next round of "double firstclass" construction.
引文
[1]习近平.决胜全面建成小康社会夺取新时代中国特色社会主义伟大胜利———在中国共产党第十九次全国代表大会上的报告[M].北京:人民出版社,2017:27,45.
[2] PERRY J A. What history reveals about the education doctorate[M]//LATTA M M, WUNDER S. Placing Practitioner Knowledge at the Center of Teacher Education:Rethinking the Policies and Practices of the Education Doctorate. IAP, 2012:51-72.
[3]秦春生,戴继天,孙平.中、美教育硕士教育比较研究[J].学位与研究生教育,2002(11).
[4] WENDLER C, BRIDGEMAN B, CLINE F, et al. The path forward:the future of graduate Education in the United States[R]. Educational Testing Service, 2010.
[5] National Center for Education Statistics. Digest of Education Statistics[EB/OL].[2019-03-08]. https://nces.ed.gov/programs/digest.
[6]教育部学位与研究生教育发展中心,中国学位与研究生教育发展年度报告课题组,全国学位与研究生教育数据中心.中国学位与研究生教育发展年度报告2016[M].北京:高等教育出版社,2017:210-259.
[7]谢维和,王孙禺.学位与研究生教育:战略与规划[M].北京:教育科学出版社,2011:93-103.
[8]王传毅,严会芬,王时雨.十国研究生教育发展核心指标的比较研究[J].研究生教育研究,2015(2).
[9] UNESCO. THE EDUCATION FOR ALL DEVELOPMENT INDEX[EB/OL].[2019-03-08]. https://en.unesco.org/gemreport/education-all-development-index.
[10] MARTIN T. Problems in the transition from elite to mass higher education[J]. Educational Problems, 1974:57.
[11] National Center for Education Statistics. The Integrated Postsecondary Education Data System[EB/OL].[2019-03-08]. https://nces.ed.gov/ipeds/.
[12]王传毅,李鹏,赵丽娜.我国研究生教育省域功能发挥态势的实证研究———基于教育本体功能视角[J].研究生教育研究,2013(3).
[13]王传毅,陈东,李旭.中国研究生教育发展之态势———基于核心指标的国际比较[J].教育发展研究,2013(23).
[14]康拉德,霍沃思,来勒.美国如何培养硕士研究生[M].袁本涛,等译.北京:北京大学出版社,2016:7.
[15] Higher Education Statistics Agency. HESA[EB/OL].[2019-03-08]. https://www.hesa.ac.uk/.
[16] Institute of Education Sciences. IES Funding Opportunities:Education Research Grant Programs[EB/OL].[2019-03-08]. https://ies.ed.gov/funding/ncer_progs.asp.
[17]赵军,周玉清.研究生教育质量概念研究新视野[J].学位与研究生教育,2011(6)
[18]王传毅,徐冶琼,程哲.研究生教育质量指数:构建与应用[J].学位与研究生教育,2018(12)
[19] e-Stat.学校教員統計調査[EB/OL].[2019-03-08].https://www.e-stat.go.jp/stat-search/files?tstat=000001016172.
[20] Johns Hopkins School of Education. Program of Study[EB/OL].[2019-03-25].https://education.jhu.edu/academics/online-programs/doctor-of-education-edd/program-ofstudy.
[21] Harvard Graduate School of Education. Doctor of Education Leadership[EB/OL].[2019-03-25]. https://www.gse.harvard.edu/doctorate/doctor-education-leadership.
[22] TAYLOR S. The UCL EdD:An apprenticeship for the future educational professional?[J]. London Review of Education, 2018, 16(1):104-120.
[23]王传毅,杨佳乐,郑湘.SWOT视野下的中国教育学科发展[J].现代教育管理,2019(3).
(1)数据来源:美国教育统计中心https://nces.ed.gov/;加拿大大学教师联合会https://www.caut.ca/;英国高等教育统计署https://www.hesa.ac.uk/;德国联邦统计局https://www.destatis.de/;日本学校基本调查http://www.e-stat.go.jp/SG1/estat/NewList.do?tid=000001011528;韩国教育统计中心http://kess.kedi.re.kr/;澳大利亚教育培训部http://education.gov.au/;中国大陆数据由《中国学位与研究生教育信息分析报告》与历年《中国学位与研究生教育发展年度报告》整理所得。
[2] PERRY J A. What history reveals about the education doctorate[M]//LATTA M M, WUNDER S. Placing Practitioner Knowledge at the Center of Teacher Education:Rethinking the Policies and Practices of the Education Doctorate. IAP, 2012:51-72.
[3]秦春生,戴继天,孙平.中、美教育硕士教育比较研究[J].学位与研究生教育,2002(11).
[4] WENDLER C, BRIDGEMAN B, CLINE F, et al. The path forward:the future of graduate Education in the United States[R]. Educational Testing Service, 2010.
[5] National Center for Education Statistics. Digest of Education Statistics[EB/OL].[2019-03-08]. https://nces.ed.gov/programs/digest.
[6]教育部学位与研究生教育发展中心,中国学位与研究生教育发展年度报告课题组,全国学位与研究生教育数据中心.中国学位与研究生教育发展年度报告2016[M].北京:高等教育出版社,2017:210-259.
[7]谢维和,王孙禺.学位与研究生教育:战略与规划[M].北京:教育科学出版社,2011:93-103.
[8]王传毅,严会芬,王时雨.十国研究生教育发展核心指标的比较研究[J].研究生教育研究,2015(2).
[9] UNESCO. THE EDUCATION FOR ALL DEVELOPMENT INDEX[EB/OL].[2019-03-08]. https://en.unesco.org/gemreport/education-all-development-index.
[10] MARTIN T. Problems in the transition from elite to mass higher education[J]. Educational Problems, 1974:57.
[11] National Center for Education Statistics. The Integrated Postsecondary Education Data System[EB/OL].[2019-03-08]. https://nces.ed.gov/ipeds/.
[12]王传毅,李鹏,赵丽娜.我国研究生教育省域功能发挥态势的实证研究———基于教育本体功能视角[J].研究生教育研究,2013(3).
[13]王传毅,陈东,李旭.中国研究生教育发展之态势———基于核心指标的国际比较[J].教育发展研究,2013(23).
[14]康拉德,霍沃思,来勒.美国如何培养硕士研究生[M].袁本涛,等译.北京:北京大学出版社,2016:7.
[15] Higher Education Statistics Agency. HESA[EB/OL].[2019-03-08]. https://www.hesa.ac.uk/.
[16] Institute of Education Sciences. IES Funding Opportunities:Education Research Grant Programs[EB/OL].[2019-03-08]. https://ies.ed.gov/funding/ncer_progs.asp.
[17]赵军,周玉清.研究生教育质量概念研究新视野[J].学位与研究生教育,2011(6)
[18]王传毅,徐冶琼,程哲.研究生教育质量指数:构建与应用[J].学位与研究生教育,2018(12)
[19] e-Stat.学校教員統計調査[EB/OL].[2019-03-08].https://www.e-stat.go.jp/stat-search/files?tstat=000001016172.
[20] Johns Hopkins School of Education. Program of Study[EB/OL].[2019-03-25].https://education.jhu.edu/academics/online-programs/doctor-of-education-edd/program-ofstudy.
[21] Harvard Graduate School of Education. Doctor of Education Leadership[EB/OL].[2019-03-25]. https://www.gse.harvard.edu/doctorate/doctor-education-leadership.
[22] TAYLOR S. The UCL EdD:An apprenticeship for the future educational professional?[J]. London Review of Education, 2018, 16(1):104-120.
[23]王传毅,杨佳乐,郑湘.SWOT视野下的中国教育学科发展[J].现代教育管理,2019(3).
(1)数据来源:美国教育统计中心https://nces.ed.gov/;加拿大大学教师联合会https://www.caut.ca/;英国高等教育统计署https://www.hesa.ac.uk/;德国联邦统计局https://www.destatis.de/;日本学校基本调查http://www.e-stat.go.jp/SG1/estat/NewList.do?tid=000001011528;韩国教育统计中心http://kess.kedi.re.kr/;澳大利亚教育培训部http://education.gov.au/;中国大陆数据由《中国学位与研究生教育信息分析报告》与历年《中国学位与研究生教育发展年度报告》整理所得。