摘要
20世纪后半叶以来,多国博士生教育在蓬勃发展的同时也面临不同挑战和问题,如何提升博士生教育质量逐渐引起学术研究和政策实践的关注。基于20世纪以来博士生教育质量评价的开展背景及内容,对质量评价背后蕴含的质量内涵进行提炼,发现博士生教育质量内涵经历了从“学术地位”“、公共效率”“、市场产品”到“学习者发展”的演变。新时代“共同利益”这一博士生教育质量内涵,其指向的质量评价要素,在人才培养方面应建立公正且适当兼顾更广泛群体利益的招生机制;创设有利于不同群体全面发展的过程环境;注重培养博士生作为社会成员和未来高层次专业工作者需具备的素养。在知识生产方面应在预防和化解事关人类福祉的挑战和风险方面发挥支撑作用,并推动知识成果在学术界乃至全社会的开放、共享和传播。
Since the second half of the 20th century,while doctoral education in many countries has been thriving,it has also faced various challenges.Improving doctoral education quality has aroused widespread concern in academic research and policy practices.Based on the background and content of doctoral education quality evaluation since the 20th century,we clarified the meaning of quality in different contexts of quality evaluation.We found that the meaning of doctoral education quality has evolved from academic status,public efficiency and market products,to learner development.We eventually underscored the meaning of doctoral education quality and the common good that accommodates the contemporary era and conceptualized related elements for future quality evaluation.Regarding talent training,doctoral education should establish a fair enrollment mechanism that also appropriately balances a wider population’s interests.It needs to create an environment conducive to different groups’all-round development process and focus on improving students’skills as members of society and future high-level professional workers.Regarding knowledge production,doctoral education should prevent and address common challenges and risks related to human well-being and promote the open access,sharing,and dissemination of knowledge outcomes across academia and society.
作者
洪茜
郭菲
郑湘
哈密什·科茨
HONG Xi;GUO Fei;ZHENG Xiang;Hamish COATES(Tsinghua University,Beijing 100084)
出处
《现代教育管理》
CSSCI
北大核心
2022年第4期119-128,共10页
Modern Education Management
基金
北京市教育科学“十三五”规划2019年度课题青年项目“学业评价方式对研究型大学拔尖创新人才培养质量的影响研究”(CDCA19122)。
关键词
博士生教育
教育质量
评价
共同利益
doctoral education
education quality
evaluation
common good
