教育学硕士研究生学术能力发展过程研究

发布时间：2018-01-15 00:02

本文关键词：教育学硕士研究生学术能力发展过程研究　出处：《首都师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：学术能力是指进行学术研究所必需的知识层面和经验层面的素质和能力。学术能力包括,对于学科专业理论知识的认知能力、分析问题解决问题的科研能力。学术能力发展过程指对学科专业理论知识的认知能力、分析问题解决问题的科研能力发展的过程。本研究采用访谈法。依据外显的学术发展的评价标准选取四位不同类型的教育学硕士研究生进行研究。分别是跨专业考研学术能力发展良好者、跨专业考研学术能力发展一般者和本专业考研学术能力发展良好者和本专业考研学术能力发展一般者。研究对四位教育学硕士研究生学术能力发展过程进行研究,旨在于展现教育学硕士研究生学术能力的动态的和实然发展状态。以整体观和有机观的视角看待学术发展过程中的影响因素,分析不同类型的学术能力发展主体如何在复杂关系下被建构。并且利用不同的社会学理论对学术能力的发展进行解释,具体包括理性选择理论、知识强架构理论、成就动机理论和主客我互动理论。通过研究获得了以下认识：第一,教育学专业的硕士研究生学术能力发展良好者具有的共同特点是：目标明确,主动性强,提升学术能力的因素广泛,能够从导师及其他外在因素中获得鼓励和肯定与自身主动性相结合,学术能力得到提高；学术能力发展一般者具有的共同特点是：目标模糊,主动性弱,未对个体学术能力发展的意义产生认可,学术能力停滞不前。第二,从专业角度来看,是否跨专业考研对于教育学研究生学术能力的发展并没有决定性作用。跨专业考研的学生在学术发展过程中能够通过主动学习、参与学术活动等方式,形成对于学科知识的理解。同样,本专业考研也可能会在学术视野等方面产生约束。第三,教育学专业研究生学术能力的发展以学术知识的积累和对学科专业认识的深入以及问题意识的产生为基础,在人文关怀的指引下、在理论学习和实践研究中形成学术能力发展,有其特殊性。第四,导师是学生学术能力发展的关键因素,学术能力发展离不开导师的指导,导师的学术精神也鼓舞着学生,激励学生进行学术学习；学生通过参与学术活动能更好的提升学术能力；个体是学术能力发展的核心,外在的影响因素需要通过个人的主动性学习从而被深化。同时,在学术能力发展的过程中,各种影响因素之间相互作用、相互制约、相互建构,形成学术能力发展过程的整体呈现。研究为教育学专业研究生学术能力培养提供现实参考,也对学术能力发展的理论知识予以丰富。
[Abstract]:Academic ability refers to the quality and ability of knowledge and experience necessary for academic research. Academic ability includes the cognitive ability of theoretical knowledge of discipline and specialty. The development process of academic ability refers to the cognitive ability of the theoretical knowledge of the discipline and the development of the scientific research ability of analyzing the problem-solving ability. This study adopts interview method. According to the evaluation criteria of explicit academic development, four different types of postgraduates of pedagogy are selected to study. General development of academic ability of cross-major postgraduate examination, good development of academic ability of this major and general development of academic ability of this major. This paper studies the development process of four postgraduates' academic ability. The purpose of this paper is to show the dynamic and realistic development of the academic ability of the postgraduates in education, and to look at the influencing factors in the process of academic development from the perspective of holistic and organic perspectives. This paper analyzes how different types of academic ability development subjects are constructed under the complex relationship, and uses different sociological theories to explain the development of academic ability, including rational choice theory. The theory of strong knowledge structure, the theory of achievement motivation and the theory of subjective, guest and self-interaction. The following insights were obtained from the study: First, the common characteristics of those who have good academic ability development are: clear goals, strong initiative, and a wide range of factors to enhance academic ability. Be able to obtain encouragement and affirmation from mentors and other external factors and combine with their own initiative to improve their academic ability; The common characteristics of the general development of academic ability are: vague goals, weak initiative, lack of recognition of the significance of the development of individual academic ability, and stagnation of academic ability. Second, from a professional point of view, whether or not cross-professional postgraduate examination for the development of the academic ability of education graduate students have no decisive role. The cross-professional students can study actively in the process of academic development. Participation in academic activities and other ways to form an understanding of the knowledge of the subject. Similarly, the examination of postgraduate studies may also have constraints on academic horizons. Thirdly, the development of postgraduates' academic ability of pedagogy major is based on the accumulation of academic knowledge, the in-depth understanding of subject and specialty, and the emergence of problem consciousness, under the guidance of humanistic care. The development of academic ability in theoretical study and practical research has its particularity. In 4th, the tutor is the key factor in the development of students' academic ability, and the development of academic ability cannot be separated from the guidance of the tutor. The academic spirit of the tutor also inspires the students and encourages the students to carry out academic study. Students can better enhance their academic ability by participating in academic activities; The individual is the core of the development of academic ability, the external influencing factors need to be deepened through individual active learning. At the same time, in the process of the development of academic ability, various influencing factors interact with each other. Restrict each other, construct each other, form the overall presentation of the development process of academic ability. The research provides practical reference for the cultivation of academic ability of postgraduates majoring in pedagogy and enriches the theoretical knowledge of the development of academic ability.
【学位授予单位】：首都师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G643

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