专业学位博士创新能力培养：内涵、现状与路径探析
Developing the Innovation Capability of Professional Doctorates: Conception, Current Status, and Pathways
- 科教发展研究 2023年3卷第3期 页码：78-105
- 作者机构：
1.北京大学全国医学教育发展中心与教育学院
2.北京大学教育学院
- 作者简介：
易梦春，北京大学全国医学教育发展中心与教育学院联合博士后、助理研究员；研究领域为高等教育理论与管理、专业学位研究生教育、医学教育。
沈文钦，北京大学教育学院副教授；研究领域为高等教育理论与政策、大学制度史与观念史、博士生教育。
陈洪捷，北京大学教育学院教授；研究领域为高等教育原理、研究生教育、德国高等教育、高等教育史等。
- 基金信息：
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易梦春，沈文钦，陈洪捷.专业学位博士创新能力培养：内涵、现状与路径探析[J].科教发展研究，2023，3（3）：78-105.
YI Mengchun, SHEN Wenqin, CHEN Hongjie. Developing the Innovation Capability of Professional Doctorates: Conception, Current Status, and Pathways[J]. Journal of Science, Technology and Education Studies, 2023, 3(3): 78-105.
摘要
专业学位博士的创新能力直接关联到我国在技术创新和社会专门职业领域创新中的表现。创新能力是专业学位博士培养的内在要求，基于自身的内在规定性，专业学位博士的创新能力被赋予了独特的内涵特征，包括聚焦实践场域、以科学研究为基础、以发展实践性知识为目标、创新程度在专业级别以上等。这些特征构成了专业学位博士的特殊价值，同时也对其培养环境提出了相应的要求。2022年“全国博士毕业生离校反馈调查”数据结果显示，大部分的专业学位博士毕业生对于自身创新能力及其增值情况的评价较高，培养环境大体上也符合促进创新能力发展的要求，但仍存在一些不足，例如，实践导师不足，导师的开放思维不够，指导能力有待加强；科研实践类课程和跨学科课程的供应不足且质量欠佳；学生的基本生活条件和研究经费保障力度不够；人才评价体系不能完全适应专业学位博士的特点等。未来专业学位博士培养可在应用型拔尖创新人才培养目标树立、校政行企协同育人机制搭建、开放自主的创新氛围营造、支撑实践研究和跨学科学习的课程教学体系重塑、实践创新研究激励机制构建以及人才评价体系改革等方面深入推进。
Abstract
The innovation capability of professional doctoral candidates is directly linked to China’s performance in technological innovation and innovation within specialized professional fields. Innovation capability is an essential requirement for professional doctoral candidates, and it possesses distinctive characteristics, including a focus on practical domains, a foundation in scientific research, the goal of developing practical knowledge, and innovation at a professional level or above. These characteristics highlight the unique value of professional doctorates and also impose corresponding demands on the educational environment. Data from the 2022 National Survey on Graduated Doctoral Students generally indicate high levels of satisfaction among professional doctoral graduates regarding their own innovation capability and its development and the training environment, for the most part, also aligns with the requirements for fostering the development of innovation capabilities. However, there are still some shortcomings in the education process, such as a shortage of practical mentors, insufficient open-mindedness among supervisors, the need to strengthen mentoring capabilities, inadequate supply and quality of practice-oriented courses and interdisciplinary courses, insufficient basic living conditions, and inadequate research funding support for students. Additionally, the evaluation system does not fully align with the characteristics of professional doctorates. In the future, professional doctoral education can be further advanced by setting goals for cultivating top-notch applied innovative talent, establishing collaborative mechanisms between academia, government, and industry for talent development, fostering an open and autonomous innovation culture, reshaping the curriculum and teaching system to support practical research and interdisciplinary learning, creating incentive mechanisms for practical innovation research, and reforming the talent evaluation system to better accommodate the characteristics of professional doctorates.
关键词
专业学位博士创新能力培养环境博士生调查
Keywords
Professional DoctoratesInnovation CapabilityEducational EnvironmentSurvey on Doctoral Graduates
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