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| 跨学科学习对博士生培养的影响因素及形成机理——基于扎根理论的质性研究 |
| Influencing Factors and Formation Mechanism of Interdisciplinary Learning on Doctoral Student Training——A Qualitative Research Based on Grounded Theory |
| 投稿时间：2023-12-25 |
| DOI：10.19834/j.cnki.yjsjy2011.2024.02.08 |
| 中文关键词: 跨学科学习;博士生培养;影响因素 |
| 英文关键词: interdisciplinary learning;doctoral education;influencing factor |
| 基金项目:江苏省教育科学规划重大招标课题"江苏高水平大学群建设研究"(A/2022/c12);江苏省研究生科研创新计划"跨学科学习对博士生培养的影响因素及形成机理"(KYCX23_1279) |
| 作者 | 单位 | | 吴立保 | 南京信息工程大学 高等教育研究所, 南京 210044 | | 吴晖 | 南京信息工程大学 管理工程学院, 南京 210044 |
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| 中文摘要: |
| 目前,"交叉学科""跨学科"建设已成为我国博士生培养的重要主题。跨学科博士生的培养质量不只关乎博士生知识体系的完善,也是顺应国家的战略发展需要。但现阶段我国跨学科博士生培养还存在诸多困境。本文在重构跨学科博士生培养认知范式的基础上,运用质性研究方法对跨学科博士生的培养过程进行实地调查和资料分析。研究发现,学科转型、个体体验、环境归属等是影响跨学科学习博士生培养的主要因素。据此提出跨学科博士生培养路径:立足学科整合,优化跨学科培养方案;增进学科认知,管理博士生学业进展;扩大支持范围,营造科研创新氛围。这对优化跨学科博士生的学习过程,提高博士生培养的质量,完善跨学科知识体系,具有一定的理论价值和政策启示。 |
| 英文摘要: |
| At present, the "interdisciplinary" or "cross-disciplinary" construction has become an important topical subject in the cultivation of doctoral students in China. The training quality of interdisciplinary doctoral students is not only related to the improvement of the knowledge system of doctoral students, but also related to meeting the needs of the national strategic development. However, at the present stage, there are still many difficulties in the cultivation of interdisciplinary doctoral students in China. Based on reconstructing the cognitive paradigm of the cultivation for interdisciplinary doctoral students, this paper uses qualitative research method to conduct fact-finding investigation into and data analysis of the cultivating process for interdisciplinary doctoral students. The study finds that disciplinary transformation, personal experience, and environmental belonging are the main factors influencing the cultivation of doctoral students who carry out interdisciplinary learning. Based on the outcomes, this paper proposes the path for the training of interdisciplinary doctoral students: optimize the interdisciplinary training program with the focus on discipline integration; manage academic progress of doctoral students so as to enrich their disciplinary knowledge; and expand the scope of support and create an atmosphere for scientific research and innovation. It is believed that this study has certain theoretical value and inspiration for policy-makers in optimizing the learning process, improving the education quality of interdisciplinary doctoral students, and perfecting the interdisciplinary knowledge system. |
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