硕士生关键素养培养策略研究——基于中荷导师访谈的比较分析

发布时间：2018-04-22 15:54

本文选题：科研与教学整合 + 研究性教学　；参考：《比较教育研究》2017年10期

【摘要】：本文研究中国和荷兰导师如何培养硕士研究生关键素养,如创新能力、批判性思维、自主发展能力等。调查以硕士论文指导过程为背景,对20位中国和荷兰研究型大学教师进行了访谈;访谈数据采用Atlas-ti软件进行编码。通过对编码频次和导师策略共现矩阵进行定量分析。研究发现:双方导师使用指导策略总体相似,都综合运用以教师为中心到以学生为中心的多种指导策略,注重因材施教和营造相应学习氛围。结合文本内容和案例等材料进行质性分析发现:中国导师更倚重示范作用,对学习过程和质量严格把控,导师角色更偏向权威专家,多以引领学生为主;荷兰导师则更擅长使用连环提问和主动关照学生情绪的策略,刻意缩减师生间权力距离,导师角色偏向合作研究者。需要注意的是,两国教师中都存在例外情况。这些差异一定程度上体现了两国教育传承和教育价值的差异,同时也为两国教师提供了更加多元的指导策略选择。
[Abstract]:This paper studies how Chinese and Dutch mentors cultivate the key qualities of graduate students, such as innovation ability, critical thinking, independent development ability and so on. Based on the guidance process of the master thesis, 20 Chinese and Dutch research university teachers were interviewed, and the interview data were coded by Atlas-ti software. The cooccurrence matrix of coding frequency and tutor strategy is quantitatively analyzed. It is found that the two tutors are similar to each other in the use of guidance strategies, both of which comprehensively use a variety of instructive strategies from teacher-centered to student-centered, and pay attention to teaching in accordance with their aptitude and creating a corresponding learning atmosphere. Based on the qualitative analysis of texts and cases, it is found that Chinese tutors are more dependent on the role of demonstration, strictly control the learning process and quality, and the role of mentors is more biased towards authoritative experts, mostly leading students; Dutch tutors are better at using the strategies of serial questioning and active care of students' emotions, deliberately reducing the power distance between teachers and students, and the role of mentors is biased towards cooperative researchers. It should be noted that there are exceptions between teachers in both countries. To some extent, these differences reflect the differences of educational inheritance and educational value between the two countries, and at the same time provide teachers with more diversified choice of guiding strategies.
【作者单位】：西南大学教育学部;
【基金】：2016年度教育部人文社会科学研究青年基金西部和边疆地区项目“全球化视域下‘中国教育’国际形象及其隐含文化价值研究”(项目批准号:16XJC880002)的阶段性研究成果
【分类号】：G643

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