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| 博士生跨学科课程实施:内在逻辑、现实困境与突破路径 |
| On Implementation of Doctoral Student Interdisciplinary Curriculum: Internal Logic, Realistic Dilemma and Breakthrough Path |
| 投稿时间：2020-04-20 |
| DOI：10.19834/j.cnki.yjsjy2011.2020.03.06 |
| 中文关键词: 博士生;跨学科课程;跨学科协同教学;知识共享 |
| 英文关键词: doctoral student;interdisciplinary course;collaborated interdisciplinary teaching;knowledge sharing |
| 基金项目:教育部人文社会科学研究规划基金项目（17YJA880038）；江苏教育现代化研究院第一期中长期立项课题（ZK-C/2017/05/01）；江苏研究生教育学会课题（XYH001）；中国矿业大学研究生教育教学改革研究与实践重大项目（2019Y02） |
| 作者 | 单位 | | 李爱彬 | 中国矿业大学 经济管理学院, 江苏 徐州 221116 | | 梅静 | 中国矿业大学 经济管理学院, 江苏 徐州 221116 |
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| 中文摘要: |
| 在国家大力实施创新驱动发展战略和知识生产模式转型背景下，实施跨学科课程对提高博士生培养质量具有很强现实意义。在实施博士生跨学科课程中，需要遵循知识体系中"博大"与"精深"的平衡、教学过程中"个体"与"团体"的互动、教学内容中"教学"与"科研"的协同三对逻辑关系。囿于传统博士生教育的路径依赖影响和博士生跨学科课程的内在逻辑衍生出的现实需要制约，高校实施博士生跨学科课程面临诸多困境。从成立跨学科组织、以实践为导向开展教学、改进课程评价机制、完善学术交流平台等几个方面提出了我国高校博士生跨学科课程实施的突破路径。 |
| 英文摘要: |
| In the context of the national vigorous implementation of innovation-driven development strategy and the transformation of knowledge production mode, the practice of interdisciplinary curricula is of great pragmatic significance to improve the doctoral education quality. The authors suggest that while putting the interdisciplinary curriculum for doctoral students into teaching practice, we should follow three pairs of logical relations:the balance between the "broadness" and the "profoundness" in the knowledge system, the interaction between "individuals" and "groups" in the teaching process, and the coordination between "teaching" and "research" in the teaching content. Influenced by the path dependence on traditional doctoral education and the practical needs arising from the internal logic of interdisciplinary curriculum for doctoral students, universities are facing many difficulties in putting interdisciplinary curriculum for doctoral students into practice. The authors puts forward some approaches to overcome the difficulties in putting the interdisciplinary curriculum into practice in China, including the establishment of an interdisciplinary organization, practice-oriented teaching, upgrading of the curriculum evaluation mechanism, and improvement of academic exchange platforms. |
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