教学相长：研究生导师专业发展的叙事研究

发布时间：2018-03-20 14:20

本文选题：研究生导师　切入点：研究生导师专业发展　出处：《东北师范大学》2017年博士论文　论文类型：学位论文

【摘要】：研究生教育是高等教育的重要组成部分。研究生培养的高质量离不开高素质的导师。研究生导师的专业成长并非一蹴而就,在由新手走向成熟的过程中,研究生导师通过何种方式来实现自身的专业发展是一个值得研究的问题。由于学科及个人特点的不同,研究生导师的具体专业发展路径会不尽相同,但也有共性的特点和规律。研究生阶段的师生关系是一个“教学相长”(1)的关系。此阶段导师和学生的接触交流胜过任何一个教育阶段。在师生间的交往互动中,导师汲取学生身上的禀赋特质,在积极的反思和持续的建构中,实现自身的专业发展。直白地讲,学生自身的专业发展也促进、推动甚至鞭策教师的专业发展。那么研究生能否推动导师专业发展?如何去推动导师的专业发展?推动导师的哪些素质发展?哪些研究生能够推动导师的专业发展?推动导师专业发展的前提是什么?对这一系列问题进行追问,是一个饶有趣味更具有价值的问题。鉴于此,本文采用教育叙事的研究范式,选择一位研究生导师及其师门弟子群体作为研究对象,基于“立体采撷、客观全面、突出要旨、注重伦理”的研究立场,综合运用观察、访谈和文献等多重研究方法,再现一部“教学相长”的研究生导师专业发展的教育生活史,揭示“以生为师”、“倒逼反推”维度中的研究生导师专业发展的特殊规律,建构“学生反哺”、“师生共生”视阈下的研究生导师专业发展的应然模式。本文主要分为三个部分:第一部分是论文的导论和第一章,主要交代了研究缘起、研究问题、研究意义等,在综述文献、厘清概念的同时,着重阐述了论文的研究设计。同时,本部分还详细地聚焦本文的研究对象,对叙事者的生活背景进行立体透视,使研究者对研究对象的认知更为全面、丰富和深刻。第二部分是论文的二、三、四、五章,这是论文的主体。主要结合研究对象专业发展的时间顺序向前推移,竭尽全面地采撷研究对象在不同阶段与学生进行的不同形式的交往。并对这些交往的“琐事”进行还原和深描,重点挖掘故事背后的“因果”,以及研究对象所进行的反思和成长。第三部分是论文的第六章,是对前文“琐碎叙事”的理论升华,也是论文的重点。基于第二部分对研究对象个体专业发展历史的梳理,深入挖掘内隐于表象的事物本质,进一步回答前文提出的系列追问,并对“教学相长”视阈下的研究生导师专业发展予以理论观照。本研究认为:首先,作为“群”这一范畴的学生,研究生不仅具有普遍意义上的超越性,更具备其他“群”范畴学生所不具备的宽广视野、学术水准、洞悉能力等特殊品质,这些品质在“后喻时代”得以放大,进而促使导师向研究生学习成为可能。其次,不同类型的研究生在反哺导师专业发展的过程中,扮演着不同的角色,发挥着不同的效用。对以“师门”为单位的师生学术共同体的建构,则不能强求千篇一律,而要坚持随机生态、多元并包。第三,研究生能够促进导师在价值观念、知识结构、能力体系等方面的提升,推动着导师朝向“社会化”、“教育化”、“个性化”的方向迈进。第四,研究生反哺导师专业发展的主要途径是师生交往,这种交往不仅局限于学术性活动,“泛学术性”活动往往会发挥更大的作用,且两种交往都需要建立在“利益均衡”的基础之上。第五,研究生推动导师专业发展的前提在于导师的内在矛盾,导师的个体觉醒、持续反思、主观幸福是发现“实然我”与“应然我”之间差距的根本动力;生活场域与个体的交互也是导师激发学习进取、重构自我的重要驱动力。
[Abstract]:Postgraduate education is an important part of higher education. The high quality of postgraduate education cannot do without high quality teachers. Graduate teacher professional growth is not overnight, in the process of maturity by the novice, tutor of the means by which to achieve their own professional development is a problem worthy of study because the subject. And the personal characteristics of different, specific professional development path of graduate tutors will vary, but there are common characteristics and laws. Postgraduate teacher-student relationship is a "Teaching benefits teachers as well as students. (1). The relationship between the" contact the tutors and students than any education in the interaction. Between teachers and students, teachers to learn the students report, on the positive reflection and continuous construction, to achieve their own professional development. Frankly speaking, students can promote their professional development, push Move or even spur the professional development of the teachers. So students can promote the professional development of teacher professional development? How to promote teacher? Which promote quality development of Postgraduate Tutor? Which can promote the professional development of teacher? What is the premise to promote the teacher professional development? A series of questions on this question, is a more valuable an interesting problem. In view of this, this paper adopts the research paradigm of educational narrative, the choice of a tutor and his disciple group as the research object, based on the "three-dimensional gather, objective and comprehensive, burst out the gist of research position on ethics", the integrated use of observation, interview and literature research methods such as multiple, reproduction "the tutor Teaching benefits teachers as well as students." professional development of education and life history, reveal the "student teacher", "forced on deduction" in the dimension of the tutor's professional development. Special rules, construction of "students' feedback", "teacher-student symbiosis" from the perspective of research student teacher professional development target mode. This paper is mainly divided into three parts: the first part is the introduction and the first chapter mainly introduces the research origin, research questions, research significance, the literature review, clarify the concept at the same time and focuses on the design of this research. At the same time, this part focus on the research object of this paper, the narrator's life background perspective, the cognitive researchers on the study of the more comprehensive, rich and profound. The second part is the two, three, four, five chapters, this is the main body of the thesis. The main research object with the time sequence of professional development goes forward, all the different forms of communication to gather research objects in different stages and students. And these exchanges "and" reduction and deep Description, focus on mining the story behind the "cause and effect", reflection and growth as well as the research object. The third part is the sixth chapter, is the sublimation of the preceding "trivial" narrative theory, also the focus of the paper. The second part of the history of the research object based on the analysis of the individual professional, in-depth excavation of implicit objects nature of the surface, further questioning the previously proposed answer series, and the research from the perspective of "Teaching benefits teachers as well as students." student teacher professional development theory. This study suggests that: first, as a "group" in the category of students, graduate students not only has the general sense of transcendence, with other "group" category the students do not have broad vision, insight into the ability of academic standards, and other special qualities, these qualities can be magnified in the "post figurative era", and prompted a tutor for postgraduate study possible. Secondly, different Study on the types of students in the process of nurturing teacher professional development, plays a different role, play a different utility. The construction of the academic community of teachers and students to "see" as the unit, does not believe the same, and to adhere to a random ecological, multiple and. Third, Graduate Students can promote the tutor in values, the knowledge structure, ability system upgrade, promote teacher towards "socialization", "education", "forward personalized" direction. The fourth main ways of nurturing the professional development of Postgraduate Tutor is the communication between teachers and students, this kind of communication is not only confined to academic activities, extensive academic activities will often play a greater role, and the two kinds of communication are needed based on "balance of interests". In fifth, the graduate tutor is a prerequisite for promoting the professional development of the inherent contradictions of my tutor, tutor of the individual awakening, Continuous reflection, subjective well-being is the fundamental driving force to find the gap between "real me" and "ought to be me". Interaction between life field and individual is also an important driving force for teachers to stimulate learning and enterprising and reconstruct themselves.

【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G643

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