本文選題：學(xué)術(shù)規(guī)范 + 人才培養(yǎng)�。� 參考：《南京大學(xué)》2013年博士論文

【摘要】：在知識經(jīng)濟(jì)、高等教育大眾化的時代背景下,我國受本科生、研究生擴(kuò)招政策的影響,高等學(xué)校人才培養(yǎng)質(zhì)量下降,學(xué)術(shù)不端行為時有發(fā)生。學(xué)術(shù)規(guī)范教育有助于養(yǎng)成學(xué)生正當(dāng)?shù)膶W(xué)術(shù)行為,因此,加強(qiáng)學(xué)術(shù)規(guī)范教育以提高人才培養(yǎng)質(zhì)量成為當(dāng)務(wù)之急。已有的研究多從學(xué)術(shù)道德、影響學(xué)生學(xué)術(shù)規(guī)范行為的因素分析等角度展開,研究聚焦于各種形式的學(xué)術(shù)欺騙行為,以對具體原因的剖析居多。本研究從學(xué)校教育視角檢視影響學(xué)生遵守學(xué)術(shù)規(guī)范的客觀原因,認(rèn)為學(xué)術(shù)規(guī)范教育的目的是教會學(xué)生做學(xué)問,將學(xué)術(shù)規(guī)范教育視為一個整體性制度進(jìn)行考察,是對學(xué)術(shù)規(guī)范教育的系統(tǒng)研究,彌補(bǔ)了國內(nèi)的研究欠缺。研究以調(diào)查數(shù)據(jù)為基礎(chǔ)展開分析,研究結(jié)論的產(chǎn)生來自實(shí)踐,可以為提高高校人才培養(yǎng)質(zhì)量、防控學(xué)生學(xué)術(shù)不端行為提供有益的思路,對實(shí)踐具有指導(dǎo)意義。 本研究將學(xué)術(shù)規(guī)范教育及其制度安排作為主要研究內(nèi)容,從歷史與現(xiàn)實(shí)、理論與實(shí)踐兩個層面展開：在歷史層面,通過簡要回顧我國學(xué)術(shù)規(guī)范教育的傳統(tǒng),試著歸納出中外學(xué)術(shù)規(guī)范教育的差異；在現(xiàn)實(shí)層面,通過問卷訪談及文獻(xiàn)法,了解關(guān)于學(xué)術(shù)規(guī)范教育的觀念、組織與措施,探查國內(nèi)學(xué)術(shù)規(guī)范教育的現(xiàn)狀與問題,審視教育管理制度在其中發(fā)揮的作用。在理論層面,探討學(xué)術(shù)規(guī)范教育的內(nèi)涵、意義、理念與目標(biāo)；在實(shí)踐層面,通過對學(xué)術(shù)規(guī)范教育主要內(nèi)容、責(zé)任、途徑與方法、制度保障等問題的探討,運(yùn)用制度主義與教育學(xué)、社會學(xué)等相關(guān)理論,嘗試構(gòu)建學(xué)術(shù)規(guī)范教育的制度體系。 本研究采用文獻(xiàn)分析與實(shí)證研究相結(jié)合,比較分析與規(guī)范分析相結(jié)合的研究方法。通過對江蘇省內(nèi)分屬于“985工程”、“211工程”、省屬普通高校三所不同類型高校師生的問卷、訪談,以學(xué)術(shù)規(guī)范教育的客觀情況及主觀態(tài)度為主要內(nèi)容,了解師生關(guān)于學(xué)術(shù)規(guī)范教育的代表性觀念及高校制度建設(shè)情況,并結(jié)合這些發(fā)放問卷高校網(wǎng)頁上的學(xué)術(shù)規(guī)范教育相關(guān)規(guī)定,進(jìn)行教育效果分析,掌握學(xué)術(shù)規(guī)范教育現(xiàn)狀；通過搜集美國、港臺地區(qū)及國內(nèi)幾所著名的研究型大學(xué)在學(xué)校網(wǎng)頁公布的學(xué)術(shù)規(guī)范教育相關(guān)資料,探查國內(nèi)外高校學(xué)術(shù)規(guī)范教育存在的差距。 通過對調(diào)查數(shù)據(jù)及文本資料的分析,本研究認(rèn)為：當(dāng)前國內(nèi)高校普遍已經(jīng)建立學(xué)術(shù)規(guī)范制度并開展學(xué)術(shù)規(guī)范教育,對指導(dǎo)學(xué)生誠實(shí)的學(xué)習(xí)和開展研究活動有一定的指導(dǎo)作用。學(xué)術(shù)規(guī)范教育的實(shí)際效果與高校的重視程度以及相關(guān)制度安排有著較為密切的關(guān)系。當(dāng)前國內(nèi)學(xué)術(shù)規(guī)范教育的主要問題表現(xiàn)在對學(xué)術(shù)規(guī)范教育的基本問題尚未形成統(tǒng)一認(rèn)識、學(xué)術(shù)規(guī)范教育尚未形成系統(tǒng)的制度安排、缺乏“人本”意識等方面,其原因從根本上說,是在理念上缺乏對學(xué)術(shù)規(guī)范教育的目的及其重要性的深刻認(rèn)識,制度上缺乏以“治本”為目的的系統(tǒng)安排。在此基礎(chǔ)上,本研究采用社會學(xué)制度主義對于制度的界定,從組織與操作兩個層面搭建學(xué)術(shù)規(guī)范教育制度體系。 具體研究分為五個部分： 第一部分：即第一章“緒論”,介紹了論文選題的緣由與研究意義,對國內(nèi)外相關(guān)研究現(xiàn)狀進(jìn)行綜述,并介紹了研究的總體設(shè)計,闡明了論文的研究問題與研究方法。 第二部分：學(xué)術(shù)規(guī)范教育及發(fā)展趨向,由第二章“學(xué)術(shù)規(guī)范教育概述”和第三章“學(xué)術(shù)規(guī)范教育由‘隱性’到‘顯性’”組成。從學(xué)術(shù)規(guī)范教育的對象、目的、主要特征等方面探討學(xué)術(shù)規(guī)范教育的內(nèi)涵并界定概念,分析學(xué)術(shù)規(guī)范教育在學(xué)術(shù)教育與思想教育中的作用,采用文獻(xiàn)法對我國學(xué)術(shù)規(guī)范教育傳統(tǒng)進(jìn)行分析并比較中外傳統(tǒng)的差異,說明知識經(jīng)濟(jì)時代和高等教育大眾化背景下學(xué)術(shù)規(guī)范教育由“隱性”走向“顯性”的必然性,在探討哈耶克“自生自發(fā)秩序”概念的基礎(chǔ)上,闡述學(xué)術(shù)規(guī)范教育制度安排何以可能、如何進(jìn)行等基本理論問題。 第三部分：學(xué)術(shù)規(guī)范教育的現(xiàn)狀與問題,由第四章“學(xué)術(shù)規(guī)范教育的現(xiàn)狀”和第五章“學(xué)術(shù)規(guī)范教育存在的問題及原因”組成。通過調(diào)查實(shí)施學(xué)術(shù)規(guī)范教育的真實(shí)狀況,從學(xué)生認(rèn)知、遵守學(xué)術(shù)規(guī)范情況、學(xué)術(shù)規(guī)范教育的制度與措施等方面對學(xué)術(shù)規(guī)范教育效果進(jìn)行分析；通過對部分高校網(wǎng)站中學(xué)術(shù)規(guī)范教育相關(guān)資料的分析,探查國內(nèi)高校與海外高校在學(xué)術(shù)規(guī)范教育方面的差距。在此基礎(chǔ)上,概括出當(dāng)前國內(nèi)學(xué)術(shù)規(guī)范教育在思想觀念、制度設(shè)計、實(shí)踐操作等方面存在的問題,從教育管理視角反思問題產(chǎn)生的原因,指出形成在明確理念指導(dǎo)下的學(xué)術(shù)規(guī)范教育體系具有重要意義。 第四部分,即第六章“學(xué)術(shù)規(guī)范教育的理念與制度”。根據(jù)對學(xué)術(shù)規(guī)范教育現(xiàn)狀、存在的主要問題及原因分析,主要從學(xué)術(shù)規(guī)范教育的目的、學(xué)術(shù)啟蒙教育、教育原理等角度闡述學(xué)術(shù)規(guī)范教育理念；分別從依據(jù)、價值取向、人性特點(diǎn)、環(huán)境因素,以及角色責(zé)任、操作性、有效性等角度探討了學(xué)術(shù)規(guī)范教育制度設(shè)計的基本前提與具體要求,并從組織與操作兩個層面搭建學(xué)術(shù)規(guī)范教育制度的具體框架。 第五部分,學(xué)術(shù)規(guī)范教育制度的具體框架,由第七章“學(xué)術(shù)規(guī)范教育的內(nèi)容與形式”和第八章“學(xué)術(shù)規(guī)范教育的組織保障和文化環(huán)境”組成,分別探討作為學(xué)術(shù)規(guī)范教育制度基本構(gòu)成的操作性制度和組織制度。主要從思想品質(zhì)、知識技能與實(shí)踐操作三個方面闡述學(xué)術(shù)規(guī)范教育的主要內(nèi)容；提煉出學(xué)術(shù)規(guī)范教育的組織形式和具體形式；闡述了學(xué)術(shù)管理機(jī)構(gòu)與教師的責(zé)任,從健全學(xué)術(shù)規(guī)范相關(guān)制度、建立學(xué)術(shù)不端行為防控體系、建立教師培訓(xùn)與考核制度、塑造誠信制度與文化環(huán)境等方面對相關(guān)配套措施進(jìn)行了探討,通過對制度與內(nèi)化、文化之間關(guān)系的討論,探討學(xué)術(shù)規(guī)范教育由“顯性”回歸“隱性”的基本條件。
[Abstract]:Under the background of knowledge economy and higher education popularization, our country is influenced by undergraduate and postgraduate enrollment expansion policy, the quality of talent training in Colleges and universities is declining, and academic misconduct happens. Academic standard education helps to develop students' proper academic behavior. Therefore, it is necessary to strengthen the academic standard education to improve the quality of personnel training. The existing research is mainly from the perspective of academic ethics and the analysis of factors that affect the academic standard behavior of students. The research focuses on various forms of academic deception, in order to analyze the specific reasons. This study examines the objective reasons that affect students' compliance with the standard of learning from the perspective of school education, and thinks that academic standard education is considered. The purpose of the study is to teach students to do knowledge, to take academic standard education as a holistic system, to make a systematic study of the academic standard education, to make up for the lack of research in China. It is helpful for practice to provide useful ideas for misconduct.
This study takes the academic standard education and its institutional arrangement as the main research content, from two aspects: history and reality, theory and practice: in the historical level, through a brief review of the tradition of academic standard education in China, it tries to sum up the differences between Chinese and foreign academic standard education; on the realistic level, through questionnaire interview and literature method, The concept of academic standard education, the organization and measures, the current status and problems of the domestic academic standard education are explored, and the role of the educational management system in it is examined. In the theoretical level, the connotation, significance, concept and objectives of academic standard education are discussed; in practice, the main contents, responsibilities, ways and ways of academic standard education are carried out. Methods, system guarantee and other issues were discussed, and Institutionalism and pedagogy, sociology and other related theories were applied to construct the system of academic standard education.
This study combines literature analysis with empirical research, comparative analysis and normative analysis. Through the "985 Project" and "211 Project" in Jiangsu Province, the questionnaire of the teachers and students of three different types of colleges and universities in Colleges and universities is omitted. The interview is the main content of the objective situation and subjective attitude of academic discipline education. To understand the representative concept of academic standard education and the construction of university system, and to analyze the educational effect and master the current status of academic standard education in combination with the relevant regulations of academic standard education on the web page of the questionnaire, and to collect the current status of academic standard education, by collecting the United States, Hong Kong and Taiwan and several famous research universities in the school network. The published academic standards education related information, to explore the gap between academic standards education at home and abroad.
Through the analysis of the survey data and text data, this study believes that the current domestic colleges and universities have generally established academic standard system and carry out academic standard education. It has a certain guiding role for guiding students to learn honestly and to carry out research activities. The actual effect of academic standard education and the degree of higher education and related institutions. The main problems in the current domestic academic standard education are the lack of a unified understanding of the basic problems of academic standard education, the lack of systematic institutional arrangements and the lack of "human based" consciousness in academic standard education, and the reasons for the lack of academic standard teaching in concept. On the basis of the systematic definition of sociological institutionalism, the academic standard education system has been set up from two aspects of organization and operation.
The specific research is divided into five parts:
The first part: the first chapter, "Introduction", introduces the origin and research significance of the thesis, summarizes the current research status at home and abroad, introduces the overall design of the research, and clarifies the research problems and research methods of the paper.
The second part: the academic standard education and the development trend, from the second chapter "the summary of academic standard education" and the third chapter "the academic standard education is composed of 'recessive' to 'explicit'." from the object, purpose and main characteristics of academic standard education, the connotation and definition of academic standard education are discussed, and the academic standard education is analyzed. The role of academic education and ideological education is to analyze and compare the traditional differences between China and foreign countries by using the literature method and compare the traditional differences between China and foreign countries. It illustrates the inevitability of the "recessive" to "dominance" in the era of knowledge economy and the popularization of higher education, and discusses Hayek's "spontaneous and spontaneous order". On the basis of reading, this paper expounds the possibility and basic theoretical problems of academic norm education system arrangement.
The third part: the status and problems of academic standard education, the fourth chapter "the present situation of academic standard education" and the fifth chapter "the problems and causes of academic standard education". Through the investigation and implementation of the actual situation of academic standard education, the system and measures of academic standard education from students' cognition, compliance with academic norms, and academic standard education. In the face of the analysis of the effect of academic standard education, the gap between domestic universities and overseas colleges and universities in academic standard education is explored through the analysis of relevant information about the standardized education of secondary schools in some colleges and universities. On this basis, it is summarized that the current domestic academic standard education exists in the aspects of ideology, system design and practice. From the perspective of educational management, this paper reflects on the causes of problems and points out that it is of great significance to form an academic standard education system under the guidance of clear ideas.
The fourth part, the sixth chapter "the concept and system of academic standard education". According to the current status of academic standard education, the main problems and reasons are analyzed, mainly from the aim of academic standard education, the academic enlightenment education, the principle of education, and other aspects of academic norms education, respectively from the basis, value orientation, human nature characteristics and environment. The basic premise and specific requirements of the design of academic standard education system are discussed in the aspects of factors, role responsibility, operability and effectiveness, and the concrete framework of the academic standard education system is set up from two levels of organization and operation.
The fifth part, the concrete framework of the academic standard education system, is composed of the seventh chapter "the content and form of academic standard education" and the eighth chapter "the organizational guarantee and cultural environment of academic standard education". It discusses the operational system and organization system which is the basic constitution of the academic standard education system. The main contents of academic standard education are expounded in three aspects, such as the organizational form and specific form of academic standard education, the responsibility of academic management institutions and teachers, the establishment of academic norms related systems, the establishment of academic misconduct prevention and control system, the establishment of teacher training and assessment system, and the molding of integrity system. The relevant supporting measures are discussed in the aspects of degree and cultural environment. Through the discussion of the relationship between system and internalization and culture, the basic conditions for the academic standard education from "explicit" to "recessive" are discussed.
【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2013
【分類號】：G641

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