“双一流”建设背景下拔尖创新人才培养模式——源于跨学科博士生团队培养的思考
|
摘要
博士研究生教育是学历教育的最高层次,代表着一个国家的人才培养水平。跨学科博士生培养是世界博士研究生培养的发展趋势,也是我国在建设"双一流"大学中培养拔尖创新人才的重要手段之一。该文以团队研究理论、融合理论和共同点理论为基础,分析了跨学科博士生培养过程中经历的初步融合阶段、深度融合发展阶段和融合转化阶段及其实施策略,构建了基于团队研究模式的跨学科博士生培养模型。在博士生培养的三阶段,实现不同学科的知识融合,博士生在融合过程中找到研究的共同点,最终培养出跨学科研究者并产生知识创新。该文建议加大博士生跨学科研究支持和资助,培养博士生跨学科能力,建立跨学科学术网络和跨学科的微环境,对我国跨学科团队博士生培养具有启示意义。
Doctoral students education is the highest level of Higher Education, which represents the country's level of cultivating the talents. Interdisciplinary doctoral students training is the tendency of world doctoral training which is one of important ways to cultivate outstanding innovative talents for constructing the Chinese Double first-rate university. The study is based on the theory of team science, integration theory and the common theory, analyzing the three stages(The preliminary integration stage, the deepening integration stage and the integration transforming stage) and the strategies employed and constructing the team-based doctoral students training model. The model contributes to integrate the different knowledge and find the common research question; the final results are to create new knowledge and train interdisciplinary researchers. The suggestions for Interdisciplinary doctoral training of Chinese universities are put forward which are the increasing support and funds for interdisciplinary research, the training doctoral students interdisciplinary research ability, building the interdisciplinary research network and favorable microenvironment for interdisciplinary research.
Doctoral students education is the highest level of Higher Education, which represents the country's level of cultivating the talents. Interdisciplinary doctoral students training is the tendency of world doctoral training which is one of important ways to cultivate outstanding innovative talents for constructing the Chinese Double first-rate university. The study is based on the theory of team science, integration theory and the common theory, analyzing the three stages(The preliminary integration stage, the deepening integration stage and the integration transforming stage) and the strategies employed and constructing the team-based doctoral students training model. The model contributes to integrate the different knowledge and find the common research question; the final results are to create new knowledge and train interdisciplinary researchers. The suggestions for Interdisciplinary doctoral training of Chinese universities are put forward which are the increasing support and funds for interdisciplinary research, the training doctoral students interdisciplinary research ability, building the interdisciplinary research network and favorable microenvironment for interdisciplinary research.
引文
[1]教育部.教育部财政部国家发展改革委印发《关于高等学校加快“双一流”建设的指导意见》的通知[EB/OL].http://www.moe.gov.cn/srcsite/A22/moe_843/201808/t20180823_345987.html?from=timeline,2018-12-10.
[2]何跃,张伟等.研究生跨学科培养模式探索[J].国家教育行政学院学报,2011,(7):31-34.
[3]李雪飞,程永波.交叉学科研究生培养的三种模式及其评析[J].学位与研究生教育,2011,(8):10-15.
[4]马永红等.中国博士研究生研究教育改革研究[M].北京:科学出版社,2019.
[5][7] Nancy J.C.,Margaret L.H..Enhancing the Effectiveness of Team Science[M].Washington D.C.:The National Academy Press,2015.
[6] Wuchty,S.,Jones,B.F.,et al.The increasing dominance of teams in production of knowledge[J].Science,2007,316(5827):1036-1039.
[8] Susan A.Na.,Andrew B.,et al.Ten principles of good interdisciplinary team work[J].Human Resources for Health,2013,11(1):19.
[9] Lakoff,G.Women,fire,and dangerous things:what categories reveal about the mind[M].Chicago,IL:University of Chicago Press,1987.
[10] Fauconnier,G.Mental spaces:Aspects of meaning construction in natural language[M].Cambridge,England:Cambridge University Press,1994.
[11] Clark,R.N.,Stankey G.H.,et al.Toward an ecological approach:integrating social,economic,cultural,biological,and physical considerations[J].Elsevier Science,1999,(3):297-318.
[12] Repko A.F.,Szostak R.,et al.Introduction to interdisciplinary studies[M].California:Thousand Oaks,Sage.,2014.
[13] Clark H H.Using language[M].Cambridge:Cambridge University Press,1996.
[14] Newell W H.A theory of interdisciplinary studies[J].Issues in Integrative Studies,2001,(19):1-26.
[15] Thompson Klein,J.Interdisciplinary Teamwork:The dynamics of collaboration and integration[M].New Jersey:Lawrence Erlbaum Associates,2005.
[16] Repko,A.F..How the theories of common ground and cognitive interdisciplinarity are informing the debate on interdisciplinary integration[J].Issues in Interdisciplinary Studies,2007,(25):1-31.
[17][18] Rebekah R.B.,Ana D.,et al.Interdisciplinarity:How to catalyse collaboration[EB/OL].https://www.nature.com/news/interdisciplinarityhow-to-catalyse-collaboration-1.18343,2018-11-10.
[19] Borrego,M.,Cutler,S..Constructive alignment of interdisciplinary graduate curriculum in engineering and science:an analysis ofsuccessfulIGERTProposals[J].JournalofEngineering Education,2010,99(4):355-369.
[20] Stokols D.Toward a science of transdisciplinary action research[J].American Journal of Community Psychology,2006,38(1-2):63-77.
[21] Bl?schl,G.,Carr,G.,et al.Promoting interdisciplinary education:the vienna doctoral programme on water resource systems[J].Hydrology and Earth System Sciences,2012,16(2):457-472.
[22] Gemma Carra,Daniel P.Loucks,et al.Gaining insight into interdisciplinary research and education programmes:A framework for evaluation[J].Research Policy,2018,47(1),35-48.
[23][24] Anoushka D.,Victoria B.,et al.Case Study review of interdisciplinary research in higher education institutions in England[EB/OL].https://www.southampton.ac.uk/assets/imported/transforms/content-block/Useful Downloads_Download/CBFA695D341A441D8EA03184D678133F/Case%20study%20of%20interdisciplinary%20research%20in%20England.pdf,2018-11-10.
[25] Amin,A.,Roberts,J..Knowing in action:beyond communities of practice[J].Research Policy,2008,37(2):353-369.
[26] Lattuca L,Knight D,et al.Developing a measure of interdisciplinary c o m p e t e n c e[J]. I n t e r n a t i o n a lJ o u r n a lo fE n g i n e e r i n g Education,2013,29(3):726-739.
[27] Arvidson S.P.The virtue of reverence in interdisciplinary studies[J].Issue in Interdisciplinary Studies,2015,(33):117-143.
[28]景于,马永红.学科交叉视域下的交叉学科心理认同度研究[J].大连理工大学学报(社会科学版),2018,39(4):106-113.
[2]何跃,张伟等.研究生跨学科培养模式探索[J].国家教育行政学院学报,2011,(7):31-34.
[3]李雪飞,程永波.交叉学科研究生培养的三种模式及其评析[J].学位与研究生教育,2011,(8):10-15.
[4]马永红等.中国博士研究生研究教育改革研究[M].北京:科学出版社,2019.
[5][7] Nancy J.C.,Margaret L.H..Enhancing the Effectiveness of Team Science[M].Washington D.C.:The National Academy Press,2015.
[6] Wuchty,S.,Jones,B.F.,et al.The increasing dominance of teams in production of knowledge[J].Science,2007,316(5827):1036-1039.
[8] Susan A.Na.,Andrew B.,et al.Ten principles of good interdisciplinary team work[J].Human Resources for Health,2013,11(1):19.
[9] Lakoff,G.Women,fire,and dangerous things:what categories reveal about the mind[M].Chicago,IL:University of Chicago Press,1987.
[10] Fauconnier,G.Mental spaces:Aspects of meaning construction in natural language[M].Cambridge,England:Cambridge University Press,1994.
[11] Clark,R.N.,Stankey G.H.,et al.Toward an ecological approach:integrating social,economic,cultural,biological,and physical considerations[J].Elsevier Science,1999,(3):297-318.
[12] Repko A.F.,Szostak R.,et al.Introduction to interdisciplinary studies[M].California:Thousand Oaks,Sage.,2014.
[13] Clark H H.Using language[M].Cambridge:Cambridge University Press,1996.
[14] Newell W H.A theory of interdisciplinary studies[J].Issues in Integrative Studies,2001,(19):1-26.
[15] Thompson Klein,J.Interdisciplinary Teamwork:The dynamics of collaboration and integration[M].New Jersey:Lawrence Erlbaum Associates,2005.
[16] Repko,A.F..How the theories of common ground and cognitive interdisciplinarity are informing the debate on interdisciplinary integration[J].Issues in Interdisciplinary Studies,2007,(25):1-31.
[17][18] Rebekah R.B.,Ana D.,et al.Interdisciplinarity:How to catalyse collaboration[EB/OL].https://www.nature.com/news/interdisciplinarityhow-to-catalyse-collaboration-1.18343,2018-11-10.
[19] Borrego,M.,Cutler,S..Constructive alignment of interdisciplinary graduate curriculum in engineering and science:an analysis ofsuccessfulIGERTProposals[J].JournalofEngineering Education,2010,99(4):355-369.
[20] Stokols D.Toward a science of transdisciplinary action research[J].American Journal of Community Psychology,2006,38(1-2):63-77.
[21] Bl?schl,G.,Carr,G.,et al.Promoting interdisciplinary education:the vienna doctoral programme on water resource systems[J].Hydrology and Earth System Sciences,2012,16(2):457-472.
[22] Gemma Carra,Daniel P.Loucks,et al.Gaining insight into interdisciplinary research and education programmes:A framework for evaluation[J].Research Policy,2018,47(1),35-48.
[23][24] Anoushka D.,Victoria B.,et al.Case Study review of interdisciplinary research in higher education institutions in England[EB/OL].https://www.southampton.ac.uk/assets/imported/transforms/content-block/Useful Downloads_Download/CBFA695D341A441D8EA03184D678133F/Case%20study%20of%20interdisciplinary%20research%20in%20England.pdf,2018-11-10.
[25] Amin,A.,Roberts,J..Knowing in action:beyond communities of practice[J].Research Policy,2008,37(2):353-369.
[26] Lattuca L,Knight D,et al.Developing a measure of interdisciplinary c o m p e t e n c e[J]. I n t e r n a t i o n a lJ o u r n a lo fE n g i n e e r i n g Education,2013,29(3):726-739.
[27] Arvidson S.P.The virtue of reverence in interdisciplinary studies[J].Issue in Interdisciplinary Studies,2015,(33):117-143.
[28]景于,马永红.学科交叉视域下的交叉学科心理认同度研究[J].大连理工大学学报(社会科学版),2018,39(4):106-113.