高校生态系统与硕士生学制的复杂性

发布时间：2018-04-28 10:07

本文选题：高校生态系统 + 硕士生学制　；参考：《江苏高教》2009年05期

【摘要】：当代中国硕士研究生学制参差不齐,或许源自中国特色的基本由公立高校所构成的高校生态系统。在统一的教育行政的规制下,高校为获得生态系统中的理想位置,在硕士生培养这一评价指标上,需要倚重在校硕士生的学术成果,遂产生延长硕士生学制的动机。即使那些有博士学位授予权的院校,也不愿意遵循国际惯例,而是将硕士生学制恢复到三年(或二年半);注重同行评价的教师(尤其是导师),在"严进宽出"的硕士生培养机制中,由于"出口"环节缺乏其它有效制约措施,强烈反对二年学制,支持以三年学制(或二年半学制)来强化硕士毕业生的学术素养;高校管理者则乐于看到三年学制所提升的研究生规模及考博成绩等行政绩效。
[Abstract]:The diversity of the postgraduate education system in contemporary China may be derived from the ecosystem of public institutions of higher learning with Chinese characteristics. Under the unified educational administration regulation, in order to obtain the ideal position in the ecosystem, colleges and universities need to rely on the academic achievements of the master students in order to obtain the ideal position in the ecosystem, so as to have the motive of prolonging the master's education system. Even institutions that have the right to award doctorates are reluctant to follow international practice. It is to restore the master's degree system to three years (or two and a half years); teachers who pay attention to peer evaluation (especially tutors) in the master's training mechanism of "Yan Jin-kuang" lack other effective restrictive measures because of the lack of "export" links. It strongly opposes the two-year academic system and supports the three-year (or two-and-a-half-year) system to strengthen the academic literacy of master's graduates, while university administrators are happy to see the administrative performance such as the scale of graduate students promoted by the three-year academic system and the scores of examiners.
【作者单位】：辽宁教育研究院;《现代教育管理》;
【分类号】：G643

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