基于學(xué)生視角評(píng)價(jià)碩士研究生導(dǎo)師的作用

發(fā)布時(shí)間：2017-04-08 03:00

本文關(guān)鍵詞：基于學(xué)生視角評(píng)價(jià)碩士研究生導(dǎo)師的作用，，由筆耕文化傳播整理發(fā)布。

【摘要】：目前國內(nèi)外研究生培養(yǎng)主要實(shí)行導(dǎo)師負(fù)責(zé)制。作為大學(xué)和學(xué)生之間的紐帶,導(dǎo)師承擔(dān)著多重責(zé)任。廣大學(xué)者就導(dǎo)師制的諸多方面進(jìn)行了研究,包括導(dǎo)師制的有效性、導(dǎo)師面臨的挑戰(zhàn)、師生人際交往和導(dǎo)師評(píng)價(jià)等。然而筆者發(fā)現(xiàn)現(xiàn)有的文獻(xiàn)多是從導(dǎo)師的角度出發(fā)討論的,從學(xué)生這一視角評(píng)價(jià)導(dǎo)師制問題的研究相對(duì)較少；并且文獻(xiàn)中的研究生導(dǎo)師通常既包含碩士生導(dǎo)師也包含博士生導(dǎo)師。但事實(shí)上,碩士生和博士生存在很多不同,這也必然導(dǎo)致導(dǎo)師指導(dǎo)方式上的差異。因此,本文調(diào)查研究以華中師范大學(xué)英語專業(yè)研究生為研究對(duì)象,研究核心為他們對(duì)導(dǎo)師作用的評(píng)價(jià)。本次關(guān)于導(dǎo)師作用評(píng)價(jià)的研究主要圍繞三個(gè)問題展開,即學(xué)生對(duì)導(dǎo)師作用的期待、學(xué)生對(duì)導(dǎo)師的滿意度和學(xué)生認(rèn)為造成導(dǎo)師作用大／小的原因。研究發(fā)現(xiàn),學(xué)生普遍對(duì)導(dǎo)師抱有很大期待,既包括學(xué)科知識(shí)、科研能力和畢業(yè)論文方面,也包括情感教育方面。同時(shí)學(xué)生對(duì)導(dǎo)師的滿意度不高,特別是情感教育方面。學(xué)生認(rèn)為造成的原因有主客觀兩方面。客觀因素指導(dǎo)師指導(dǎo)的學(xué)生人數(shù)過多和單一導(dǎo)師制的實(shí)行；主觀因素指導(dǎo)師玩忽職守,具體體現(xiàn)為對(duì)學(xué)生缺乏信任、沒有具體的學(xué)生指導(dǎo)安排、見面次數(shù)少和指導(dǎo)反饋不足。最后,筆者就如何更好的發(fā)揮導(dǎo)師作用提出了建議：改革單一導(dǎo)師制,鼓勵(lì)導(dǎo)師合作指導(dǎo)學(xué)生；改進(jìn)學(xué)生選擇導(dǎo)師的程序,尊重學(xué)生的建議；完善導(dǎo)師任命制度,實(shí)行全面評(píng)價(jià)導(dǎo)師；強(qiáng)化導(dǎo)師的責(zé)任意識(shí),嚴(yán)格控制學(xué)生人數(shù),適當(dāng)承擔(dān)行政任務(wù)。
【關(guān)鍵詞】：導(dǎo)師作用 評(píng)價(jià) 英語專業(yè)研究生 原因
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：H319.3;G645.1
【目錄】：

Acknowledgements5-6
Abstract6-7
摘要7-10
1. Introduction10-14
1.1 Research background10-11
1.2 Research significance11-12
1.2.1 Theoretical significance11
1.2.2 Practical significance11-12
1.3 Research questions and methodology12
1.4 Organization of the dissertation12-14
2. Literature Review14-21
2.1 Supervisors' roles and responsibilities14-17
2.1.1 Roles and responsibilities of undergradutes' and doctors' supervisors14-15
2.1.2 Roles and responsibilities of masters' supervisors15-17
2.2 Factors negatively influencing supervisors' roles and responsibilities17-21
2.2.1 The complexity of the student group17-18
2.2.2 The heavy workload of supervisors18
2.2.3 Supervisors' lacking of training18-21
3. Research Design21-27
3.1 Research purposes21
3.2 Research context21-22
3.3 Participants22-23
3.4 Research methods23-24
3.4.1 The questionnaire23-24
3.4.2 The interview24
3.5 Data collection24-26
3.6 Data analysis26-27
4. Results and Discussion27-51
4.1 The expectations of masters for supervisors27-34
4.1.1 The expectations for supervisors in subject knowledge28-29
4.1.2 The expectations for supervisors in research expertise29-30
4.1.3 The expectations for supervisors in dissertation writing30-32
4.1.3.1 The challenging dissertation writing30-31
4.1.3.2 Students' need of assistance in dissertation writing31-32
4.1.4 The expectations for supervisors in affective education32-33
4.1.5 Discussion on masters' expectations for supervisors33-34
4.2 Degree of satisfaction towards supervisors34-40
4.2.1 The overall evaluation of supervisors34-35
4.2.2 The aspects in which supervisors have done well35-37
4.2.3 The aspects in which supervisors fall to play a role37-40
4.2.4 Discussion on students' evaluation of supervisors40
4.3 Factors hampering supervisors' roles40-51
4.3.1 A large number of students41-42
4.3.2 The one-supervisor system42-43
4.3.2.1 Mismatch of styles between supervisor and student42
4.3.2.2 Heavy workload of supervisors42-43
4.3.3 The neglect of duties on the part of supervisors43-48
4.3.3.1 Lack of trust in students43-44
4.3.3.2 Lack of specific supervision plans44-45
4.3.3.3 No regular face-to-face contacts45-46
4.3.3.4 No sufficient feedback on students' research46-48
4.3.4 Discussion on factors hampering supervisors' roles and responsibilities48-51
5. Conclusion and Implications51-55
5.1 Summary of findings51-52
5.2 Implications of the study52-53
5.3 Limitations of the study53-55
Bibliographies55-61
Appendix Ⅰ61-65
Appendix Ⅱ65