本文選題：研究生教育 + 師生交往�。� 參考：《華中科技大學》2013年碩士論文

【摘要】：在研究生教育階段，師生交往是導師與研究生在教學活動中通過相互交往，形成的深刻影響著研究生教育質(zhì)量的一種特殊形態(tài)的人際交往。研究生所進行的科研活動都是與導師緊密聯(lián)系的，良好的師生交往對研究生的成長進步有著重要的促進作用。本研究試圖從研究生教育的本質(zhì)入手探討當前研究生教育中怎樣的師生交往有利于促進研究生的知識產(chǎn)出，所關(guān)注的基本問題： （1）促進研究生知識產(chǎn)出的影響因素是什么，各因素之間如何相互作用； （2）促進研究生知識產(chǎn)出的師生交往有哪些共同特點； （3）是否有分析師生交往促進研究生知識產(chǎn)出的理論框架。 本研究采取質(zhì)的研究方法，從研究生的角度對武漢市某重點大學17名全日制在校博士研究生進行深入訪談，目的在于探索師生交往對研究生知識產(chǎn)出影響的過程。通過運用扎根理論的三種編碼技術(shù)，將收集到的資料進行了編碼和分析，最終構(gòu)建了師生交往促進研究生知識產(chǎn)出過程的一個扎根理論模型，并依據(jù)班杜拉三元交互決定論，分別從個體、行為、環(huán)境三個維度對研究生與導師之間交往的影響因素進行描述和分析，以及對研究生自己所經(jīng)歷的師生關(guān)系的體驗進行探討，最后從研究生知識產(chǎn)出的視角，，借鑒教育學、社會學、心理學和管理學等多學科的理論得出以下四個結(jié)論： （1）研究生學術(shù)忠誠度、導師指導投入度和師生交往程度作為三大因果條件交互影響著研究生的知識產(chǎn)出； （2）能促進研究生知識產(chǎn)出的師生交往是一種師生學術(shù)共同體，是以創(chuàng)造知識為共同目標，在學術(shù)場域中擁有共同愿景，并將教學、學習、科研結(jié)合在一起相互提高學術(shù)能力而構(gòu)成的一個群體； （3）促進研究生知識產(chǎn)出的師生交往具有以下共同特點：以強烈的學術(shù)動機和共同的學術(shù)愿景為驅(qū)動力，在有效討論的運行模式下，通過導師的領導力與同輩群體的相互激勵，激發(fā)個人知識產(chǎn)出，從而促進團隊的發(fā)展，形成自覺傳承的團隊文化理念； （4）分析師生交往影響研究生知識產(chǎn)出的三個扎根理論：契合原理，期待原理和共情原理。研究生群體認為在師生交往過程中與導師在心靈上的默契與行動上的契合度決定著其知識產(chǎn)出的成效，對導師的期待和共情會直接引起師生間相互依賴、傳遞內(nèi)心感受和理解的精神體驗。 本研究由四部分構(gòu)成。論文的第一部分為緒論，旨在說明研究的背景和意義以及國內(nèi)外關(guān)于研究生師生關(guān)系的文獻綜述；論文的第二部分為研究設計，主要闡述論文的研究目標、理論基礎、研究思路與方法和信度與效度分析；論文的第三部分為研究結(jié)果，詳細分析了師生交往現(xiàn)狀與類型、影響因素、互動策略及研究所得出的三個扎根理論；論文的第四部分為結(jié)語與展望，包括研究的創(chuàng)新與局限性以及進一步研究的反思與設想。
[Abstract]:In the stage of graduate education, teacher-student communication is a special form of interpersonal communication which has a profound impact on the quality of postgraduate education through mutual communication between tutor and graduate student in teaching activities. The research activities carried out by graduate students are closely related to their mentors. Good communication between teachers and students plays an important role in promoting the growth and progress of graduate students. This study attempts to explore what kind of teacher-student communication in graduate education is conducive to promoting graduate students' knowledge output from the point of view of the essence of graduate education. 1) what are the influencing factors of promoting graduate students' knowledge output and how the factors interact with each other; 2) what are the common characteristics of the communication between teachers and students to promote the knowledge output of postgraduates; 3) whether there is a theoretical framework to promote graduate students' knowledge output. In this study, a qualitative approach was adopted to conduct in-depth interviews with 17 full-time doctoral graduates in a key university in Wuhan from the point of view of graduate students. The purpose of this study was to explore the process of the impact of teacher-student interaction on graduate students' knowledge output. By using the three coding techniques of rooted theory, this paper encodes and analyzes the collected data, and finally constructs a rooted theoretical model of teacher-student interaction to promote the process of graduate students' knowledge output, and according to Bandura's ternary interaction determinism, From the aspects of individual, behavior and environment, this paper describes and analyzes the influencing factors of interaction between graduate students and mentors, and probes into the experience of teacher-student relationship experienced by graduate students themselves. Finally, from the perspective of graduate students' knowledge production. Drawing lessons from the theories of pedagogy, sociology, psychology and management, the following four conclusions are drawn: (1) the academic loyalty of graduate students, the degree of tutoring investment and the degree of teacher-student communication are the three major causality conditions which affect the knowledge output of graduate students; 2) Teacher-student communication, which can promote graduate students' knowledge production, is a kind of academic community of teachers and students, with the common goal of creating knowledge, having a common vision in the academic field, and teaching and learning. A group formed by the combination of scientific research and mutual enhancement of academic competence; 3) the interaction between teachers and students to promote graduate students' knowledge output has the following common characteristics: driven by strong academic motivation and common academic vision, through the leadership of mentors and the mutual encouragement of peer groups, under the operational mode of effective discussion, Stimulate individual knowledge output, thus promoting the development of the team, forming a conscious heritage of team culture concept; 4) there are three theories that influence graduate students' knowledge output: fit principle, expectation principle and empathy principle. The group of graduate students believe that the degree of tacit agreement and action with the tutor in the process of communication between teachers and students determines the effect of their knowledge output, and the expectation and empathy of the tutor will directly lead to mutual dependence between teachers and students. Convey the spiritual experience of inner feelings and understanding. This study consists of four parts. The first part of the thesis is the introduction, which aims to explain the background and significance of the research and the literature review on the relationship between teachers and students at home and abroad, the second part of the paper is the research design, mainly describes the research objectives, theoretical basis, The third part is the research results, including the analysis of the current situation and types of communication between teachers and students, the influencing factors, the interactive strategies and the three rooted theories. The fourth part is the conclusion and prospect, including the innovation and limitation of the research as well as the reflection and assumption of further research.
【學位授予單位】：華中科技大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G643

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