教育博士与教育学博士发展趋同的多维解读
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摘要
为了适应经济社会的发展和教育专业化的需求,教育博士作为一种培养"专业化研究人员"的专业博士学位在世界范围内产生并发展。教育博士在学位属性上更加侧重于实务性与实践性,侧重于职业能力提升与应用性人才的培养,其自下而上的理论构建与知识范式是贯穿其整个培养过程的核心理念。根植于教育学博士学位而发展起来的教育博士从其产生之日起就存在着与前者趋同的问题,其培养目标、模式与评价等方面的趋同反映出了教育博士在发展过程中对传统学术研究理念、学术导师与教学人员、高校系统与资源以及教育学博士制度的依赖。通过对教育博士的使命与价值、趋同以及路径依赖的分析有助于为我国未来教育博士的发展提出科学有效的对策建议。
With the economic and social development and the specialization in education,the cultivation of doctors of education came into being and has developed worldwide as a way to train professional researches.In terms of degree attribute,the training on doctors of education focuses more on pragmatism and practicality,on the improvement of professional ability and the cultivation of applicable talent.The theory construction from the bottom to the top and the knowledge paradigm are the core ideas ranging over the whole process of training.Since it was born,the cultivation of doctors of education generated and developed from the degree system of doctors of pedagogy has a problem of the development convergence to the former.The convergence of the cultivation target,mode,and evaluation thereof reflects its reliance on the cultivation system of doctors of pedagogy as well as the traditional concept of academic research,academic supervisors,teaching staff,and the university system and resources in the development of the cultivation of doctors of education.The authors believe that the analysis of the mission,value,convergence and path reliance of the cultivation of doctors of education is conducive to making scientific and effective proposals for the further development of the cultivation of doctors of education.
With the economic and social development and the specialization in education,the cultivation of doctors of education came into being and has developed worldwide as a way to train professional researches.In terms of degree attribute,the training on doctors of education focuses more on pragmatism and practicality,on the improvement of professional ability and the cultivation of applicable talent.The theory construction from the bottom to the top and the knowledge paradigm are the core ideas ranging over the whole process of training.Since it was born,the cultivation of doctors of education generated and developed from the degree system of doctors of pedagogy has a problem of the development convergence to the former.The convergence of the cultivation target,mode,and evaluation thereof reflects its reliance on the cultivation system of doctors of pedagogy as well as the traditional concept of academic research,academic supervisors,teaching staff,and the university system and resources in the development of the cultivation of doctors of education.The authors believe that the analysis of the mission,value,convergence and path reliance of the cultivation of doctors of education is conducive to making scientific and effective proposals for the further development of the cultivation of doctors of education.
引文
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[2]邹海燕.美国专业博士学位教育的特点及启示[J].民办教育研究,2009(7):43.
[3]余国升.高校设立教育博士专业学位探究[J].安徽师范大学学报(人文社会科学版),2008(4):467.
[4]徐岚.教育博士作为专业学位的身份再审思[J].研究生教育研究,2013(1):76.
[5]Jered B,Kolbert Codirector.Current perceptions of the doctor of philosophy and doctor of education degrees in counselor preparation[J].Counselor Education and Supervision,2011,36(3):207-215.
[6]邓涛,孔凡琴.美国教育博士(Ed.D.)专业学位教育的问题与改革论争[J].比较教育研究,2009(4):29-31.
[7]刘献君.发达国家博士生教育中的创新人才培养[M].武汉:华中科技大学出版社,2010:67.
[8]邓光平.英国专业博士学位设置的政策分析[J].中国高教研究,2005(11):26.
[9]褚艾晶."教育博士"培养的合法性危机[J].复旦教育论坛,2008,6(3):71.
[10]王晓芳,李戎.西方教育博士培养改革的新理念与新做法[J].高等教育研究,2017(6):59.
[11]周富强.英国专业博士教育发展研究[J].清华大学教育研究,2006(8):87.
[12]包霄林.思维的模式[M].杭州:浙江大学出版社,2011(9):99.
[13]吕梅桂.我国教育博士的培养:来自美国的启示[J].大学(学术版),2010(4):81.
[14]马健生,滕珺.关于教育博士(Ed.D.)培养方案的构想[J].教师教育研究,2007,16(6):37.
[15]Archer J.Some Ed.D Programs Adopting Practical Approach[J].Education Week,2005,25(15):8.
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