【摘要】：美國(guó)教育博士學(xué)位教育自1920年哈佛大學(xué)開(kāi)始已有近百年的發(fā)展歷史,其歷史發(fā)展過(guò)程可以劃分為三個(gè)時(shí)期:萌芽期、上升期和平臺(tái)期。美國(guó)教育博士學(xué)位在其百年發(fā)展中出現(xiàn)了諸多問(wèn)題:培養(yǎng)目標(biāo)定位不明,與哲學(xué)博士學(xué)位相似度較高,自身的質(zhì)量保障體系不夠完善等。當(dāng)前美國(guó)教育博士學(xué)位已出現(xiàn)改革的趨勢(shì)。
[Abstract]:Since the beginning of Harvard University in 1920, doctorate education in the United States has a history of nearly 100 years, and its historical development can be divided into three periods: budding period, rising stage and platform period. There are many problems in the development of American doctorate degree in education in the past hundred years, such as unclear orientation of training goal, high similarity to Ph.D. Degree in philosophy, and imperfect quality assurance system of itself, and so on. At present, there has been a trend of reform of doctorates in education in the United States.
【作者單位】： 北京大學(xué)教育學(xué)院;
【基金】：北京市教育科學(xué)規(guī)劃2009年度青年專(zhuān)項(xiàng)課題“博士生培養(yǎng)模式的多樣化、國(guó)際化與結(jié)構(gòu)化趨勢(shì)”(CAD09049)
【分類(lèi)號(hào)】：G649.712

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