【摘要】 2015年底,我国教育博士第一轮试点培养期结束,国家对15家试点培养单位进行了审核评估并启动了新一轮培养工作。作为新生事物,我国教育博士培养制度在实施过程中遇到了各种各样的问题,不仅有与美国经验类似的"培养目标争议"、"学习进度滞后"问题,也有在中国独特社会文化背景下的"大学办学自主权与制度建设问题"等。研究发现,产生问题的主要原因是学习者目标和培养机构定位的差异、学习者的有效时间投入不足和复杂的学习环境、政府政策部门的"怕乱"心理以及制度初创期的局限性等。研究基于大量文献与实证调研数据,讨论了教育博士"双重属性"作为一种解决培养目标争议的思路的可能性,提出了构建学习网络促进教育博士生的学习与研究、尝试进行制度规约之下的特色化培养实践等对策建议。更多还原

【Abstract】 The first pilot cultivation period of Ed.D programs in China was completed in 2015, 15 pilot Ed.D programs were evaluated at the end of 2015 and all of them authorized to start a new cultivation period. As a brand new system, China’s Ed.D cultivation system encountered some dilemmas in the process of establishment and implementation, including "programs’ objective dispute" and "the delay of students’ study progress" which were similar to the U.S. experience. Furthermore, we also need to design the autonomous level of these University-based Ed.D programs to avoid the abuse of Ed.D degree awarding and construct better cultivation system to improve quality of Ed.D programs. This study found the differentiation of different Ed.D students’ objectives and different Universities’ social responsibilities were the main reasons of programs’ objective dispute, the lack of effective time investment and the complex learning environment of Ed.D students were the main reasons of the delay of students’ study progress, the cautious administration of policy makers and the lack of cultivation experience of Universities caused some system limitations in the initial stage. Based on a large number of literatures and empirical research data, this study discussed the idea of Ed.Ds’ "dual nature" as a way to resolve the controversy over objective dispute, suggest build learning networks to promote the study of Ed.D students, and encourage Universities try to carry out distinctive cultivation practices under the system regulations.更多还原