德国与美国博士生培养模式研究

发布时间：2018-06-19 14:44

本文选题：博士生培养模式 + 博士生培养力　；参考：《华中科技大学》2010年博士论文

【摘要】： 博士生教育必须担当起培养创新人才的任务。我国博士生培养活动在创新人才的培养上成效有限,主要原因就是培养模式本身出现了问题。为了创新我国的博士生培养模式,我们需要学习先进的经验。19世纪的德国博士生培养模式和19世纪中后期形成的美国博士生培养模式,都曾发挥了、或正在发挥着世界楷模的作用,它们的形成都是建立在对传统博士生培养模式创新的基础之上,创新性是它们成功性的突出表现。因此,选取德、美两国博士生培养模式作为研究对象,研究它们的产生过程、创新性、创新动力与动力机制,能够更好地指导我国的实践。从经济学视角出发,博士生培养活动可以被看作是一种特殊的生产活动。博士生培养模式包括三个维度,分别是博士生培养力、博士生培养方式和博士生培养关系。其中培养力包括培养主体与培养资源；培养方式包括培养的组织结构与制度安排以及培养的主要技术环节；培养关系主要指教师与博士生之间的关系。这三个维度之间是相互影响,相互制约的。它们之间的相互作用,是博士生培养模式的变革与发展的根本原因。从博士生教育发展史上看,现代博士生教育经历了两次大的变革：一次是形成于19世纪初期的德国博士生培养模式,一次是19世纪中后期形成的美国博士生培养模式。 19世纪,德国博士生培养模式的诞生,与德意志长期封建割据的政治环境,文艺复兴、宗教改革和新人文主义思潮的影响,哈勒大学和格廷根大学的改革有着密不可分的关系。在一贯重视教育的文化传统的影响下,普鲁士在第一次普法战争失败后,首选教育作为复兴国家的根本之路。在以洪堡为代表的一批杰出学者的努力下,19世纪的德国博士生培养模式诞生了。19世纪德国博士生培养模式的创新主要体现在,在培养力上,引入了“科学研究”的理念,并以“纯科学”取代中世纪古典知识,作为基本培养资料。在培养方式上,以研讨班(实验室)作为基本的培养单位,研讨班(实验室)并非德国首创,但是德国却通过赋予它们教学-科研-学习相统一的内涵,从而实现了价值上的创新。在培养技术上,科学研究被引入到博士生培养之中,并实行单一导师的指导形式。师生关系更类似于一种师徒关系。美国社会追求自由、平等的文化观念,鼓励创新的社会环境,是美国博士生培养模式得以形成的基础。第二次科技革命后,美国经济实力的提升,使得社会对高层次创新人才的需求迅速扩大,从而刺激了博士生教育的产生。美国高等教育系统与生俱来的竞争性,有效地刺激了各高校自主探索行为的产生。正是在这种竞争的环境中,在对德国经验的借鉴下,1876年,约翰.霍普金斯大学通过自我探索,开创了美国博士生培养模式。美国博士生培养模式的创新性体现为：把研究生教育作为一个独立的层次与本科生教育区分开来。在培养力上,以专业知识取代“纯科学”,作为基本的培养资料。在培养组织形式上,首创了研究生院,并以系为基本的培养单位。在培养技术环节上,突出课程学习的重要性,并借鉴德国的研讨班对课程教学进行组织；强调论文撰写的重要性；在导师指导上,摒弃德国的单一导师制,采取导师指导小组的形式。并通过完善的制度体系,来约束各培养主体的行为,规范培养技术的执行。美国博士生培养模式的创新,还突出体现为,在培养中引入了新的培养组合,即淘汰机制。德、美两国博士生培养模式的创新性具有一些共性特征。比如,先进的博士生培养力,这种先进性不但体现在优质的培养力构成要素上,更体现在培养力的可持续发展上。适切的博士生培养方式,既兼顾了培养力与培养关系的发展,又关照了博士生培养活动作为一种特殊生产活动的特性。而在培养关系上,教师与博士生之间既是一种学术上的合作关系,更是人格上的指导关系。这些创新性的形成,是一个动态发展的过程。社会环境为博士生培养模式的创新提供了驱动力。高等教育系统的创新取向,是博士生培养模式创新的直接动力。博士生培养力的发展,是博士生培养模式得以创新的根本动力。动力机制包括：供给-需求机制,竞争机制和内生机制。因此,要对我国博士生培养模式进行创新,根本上,要培育先进的博士生培养力。其次,在培养方式的选择与创新上,要充分关注博士生培养活动作为特殊生产活动的特性。而为了实现博士生培养模式的创新,还必须积极营造适宜创新的外部环境。比如,建立博士生培养的竞争机制；增强高校在博士生培养中的自主权等。
[Abstract]:In order to innovate our country ' s doctoral student cultivation mode , we need to learn advanced experience . In order to innovate our country ' s doctoral student cultivation mode , we need to learn advanced experience .

From the perspective of economics , the cultivation of doctoral students can be regarded as a kind of special production activity .
The culture method includes the organization structure and institutional arrangement of culture and the main technical links of culture ;
The relationship between teachers and students is mainly defined as the relationship between teachers and students . The interaction between these three dimensions is the root cause of the change and development of the mode of students ' cultivation . From the history of the development of the doctoral education , the modern doctoral education has undergone two major changes : one is the German doctoral education model formed in the early 19 th century , and one is the American doctoral student cultivation mode formed in the middle and late 19th century .

In the 19 ~ ( th ) century , the birth of the German doctoral student ' s cultivation mode , the influence of the political environment , the Renaissance , the religious reform and the neo - humanism trend of the German long - term feudal cut - off , the first choice of education as the fundamental way to revive the country .

American university ' s higher education system is the foundation of the development of American doctoral students . In this competitive environment , the American university of higher education , which is the foundation of the development of American doctoral students , is the foundation for the development of American doctoral education .
To emphasize the importance of the thesis writing ;
On the basis of mentor ' s guidance , we reject Germany ' s single guide system , take the form of mentor guide group , and adopt perfect system system to restrain the behavior of each culture subject and standardize the execution of culture technology . The innovation of American doctoral student cultivation mode is also embodied as the introduction of new culture combination in culture , that is to eliminate the mechanism .

The innovative nature of the cultivation mode of the doctoral students in Germany and the United States has some common characteristics . For example , the advanced doctoral student cultivation force is not only reflected in the high - quality culture force component , but also in the sustainable development of the culture force .

These innovative forms are a process of dynamic development . The social environment provides the driving force for the innovation of the cultivation mode of the doctoral students . The innovation orientation of the higher education system is the direct impetus of the innovation of the cultivation mode of the doctoral students . The development of the cultivation force of the doctoral students is the fundamental impetus of the innovation of the doctoral student cultivation mode . The power mechanism includes : supply - demand mechanism , competition mechanism and endogenous mechanism .

Therefore , to innovate the culture mode of our country ' s doctoral students , we should cultivate the advanced doctoral students . Secondly , in the selection and innovation of the cultivation mode , we should pay attention to the characteristics of the cultivation of the doctoral students as special production activities . In order to realize the innovation of the cultivation mode of the doctoral students , we must actively create the external environment suitable for innovation , for example , to establish the competition mechanism of the cultivation of doctoral students ;
To strengthen university ' s autonomy in the cultivation of doctoral students .
【学位授予单位】：华中科技大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：G643

【引证文献】