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| 工科博士生科研项目投入何以提升学术能力——导师指导和课程学习的调节效应 |
| Why Can Involvement of Engineering PhD Students in Scientific Research Projects Improve Academic Capability: Moderating Effects of Supervisor's Guidance and Course Learning |
| 投稿时间：2022-06-06 |
| DOI：10.19834/j.cnki.yjsjy2011.2022.06.05 |
| 中文关键词: 科研项目投入;学术能力;导师指导;课程学习;工科博士生 |
| 英文关键词: scientific research projects involved;academic capacity;supervisor's guidance;course learning;engineering PhD students |
| 基金项目:国家社会科学基金教育学一般项目"博士生招生'申请—考核’制的实施成效与改进策略研究"(BIA190176) |
| 作者 | 单位 | | 李明磊 | 北京理工大学 人文与社会科学学院, 北京 100081 | | 王靖 | 北京理工大学 人文与社会科学学院, 北京 100081 | | 王茹 | 北京理工大学 研究生院, 北京 100081 | | 周文辉 | 学位与研究生教育杂志社, 北京 100081 |
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| 中文摘要: |
| 利用全国研究生调查数据,探究工科博士生科研项目投入对其学术能力提升的影响,并分析导师指导和课程学习在其中发挥的调节作用。研究结果发现:①科研项目投入数量和质量均对工科博士生学术能力提升产生显著影响,其中项目投入质量发挥的影响更大;②工科博士生科研项目投入质量与学术能力提升存在正U型非线性关系;③导师指导在工科博士生科研项目投入数量和质量与学术能力提升间存在正向调节效应,课程学习仅在项目投入质量与学术能力提升间存在正向调节效应;④导师指导和课程学习可同时发挥调节作用,导师指导仍产生正向调节效应,且自变量为科研项目投入质量时,两者综合调节效应值较大。建议:聚焦工科博士生学术能力培养,持续提高科研项目质量;有效提升导师指导水平,强化导师指导在工科博士生培养中的重要地位和关键效用;加大重视课程学习的成效,建立前沿性和创新性兼具的工科博士生课程体系;营造高质量的培养环境,充分发挥培养制度与条件对工科博士生培养的支撑作用。 |
| 英文摘要: |
| Based on the data from a national survey of postgraduates, this paper explores the influence of scientific research projects with involvement of engineering doctoral students on their academic capacity improvement, and analyzes the moderating effect of supervisors' guidance and course learning in such involvement. The research finds: first, both the quantity and quality of the scientific research projects involved have a significant impact on the improvement of academic capability of engineering doctoral students, and the quality of the projects involved has a greater impact; second, there is a positive U-shaped nonlinear relationship between the quality of the project involved and the academic capability improvement of engineering doctoral students; third, the guidance of supervisors works a positive moderating effect between the quantity and quality of the projects with involvement of engineering doctoral students and the improvement of their academic capacity, while the course learning only serves a positive moderating effect between the quality of projects and the academic capacity improvement of the doctoral students; and fourth. the guidance of supervisors and course learning can play moderating roles at the same time, with the former’s moderating effect remaining positive; when the independent variable is the quality of the research project involved, the comprehensive moderating effect value of the two appears larger. Based on the aforesaid findings, this paper suggests that we should continuously improve the quality of scientific research projects with the focus on cultivating the academic capacity of engineering doctoral students, effectively improve the performance of supervisors when they offer guidance and enhance the awareness of the key effect of supervisors in the training of engineering doctoral students, pay more attention to the course learning effect and establish a pioneering and innovative engineering doctoral course system, and create a high quality training environment and give full play to the supportive role of the training system and conditions for engineering doctoral students. |
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