本文選題：跨學(xué)科研究生　切入點(diǎn)：學(xué)科文化　出處：《華東師范大學(xué)》2010年碩士論文

【摘要】： 在當(dāng)前我國(guó)的研究生教育中,特別是在人文學(xué)科和社會(huì)科學(xué)中,跨學(xué)科研究生數(shù)量越來(lái)越多。然而,由于學(xué)科的分界功能,跨學(xué)科研究生在進(jìn)入一個(gè)新的學(xué)科領(lǐng)域?qū)W習(xí)時(shí),將面臨著知識(shí)結(jié)構(gòu)不相匹配、知識(shí)基礎(chǔ)不夠扎實(shí)、學(xué)科文化差異導(dǎo)致學(xué)習(xí)不適應(yīng)等問(wèn)題,那么在研究生三年當(dāng)中,跨學(xué)科研究生將體驗(yàn)到怎么的學(xué)科文化差異?學(xué)科文化差異對(duì)于他們的影響是什么?有哪些因素影響著跨學(xué)科研究生的學(xué)科文化適應(yīng)?他們將如何適應(yīng)新的學(xué)科文化?本文在深度訪談的基礎(chǔ)上,通過(guò)一些鮮活事例的呈現(xiàn)對(duì)以上問(wèn)題做出相關(guān)分析,并探討了跨學(xué)科研究生培養(yǎng)體制的構(gòu)建問(wèn)題。 研究發(fā)現(xiàn),跨學(xué)科研究生所感知的學(xué)科文化差異包括學(xué)科知識(shí)體系、學(xué)科思維與話語(yǔ)方式、學(xué)科教學(xué)與研究習(xí)慣、學(xué)術(shù)評(píng)價(jià)標(biāo)準(zhǔn)等方面,而學(xué)科文化差異主要源于學(xué)科知識(shí)本身的性質(zhì)與特點(diǎn)。影響跨學(xué)科研究生學(xué)科文化適應(yīng)的主要因素可分為內(nèi)部因素和外部因素兩大類。內(nèi)部因素主要包括人格因素、個(gè)體前期準(zhǔn)備、職業(yè)發(fā)展意向以及人際互動(dòng),而外部因素則包括學(xué)科距離、社會(huì)支持等。由于學(xué)科之間的文化差異以及個(gè)體因素的不同,導(dǎo)致個(gè)體學(xué)科文化適應(yīng)的過(guò)程也不盡相同,有的跨學(xué)科研究生經(jīng)歷了學(xué)科文化休克的階段,有的直接進(jìn)入文化溝通階段,有的跨學(xué)科研究生通過(guò)自己的努力,適應(yīng)了新的學(xué)科文化,在新的學(xué)科中有自己良好的表現(xiàn),而有的跨學(xué)科研究生則由于種種原因一直徘徊在適應(yīng)不良的邊緣。 根據(jù)以上認(rèn)識(shí),本文嘗試探討了有關(guān)跨學(xué)科研究生培養(yǎng)機(jī)制的構(gòu)建,以有利于完善研究生培養(yǎng)方案、提高研究生教育質(zhì)量。
[Abstract]:In the current graduate education in China, especially in the humanities and social sciences, the number of interdisciplinary graduate students is increasing. However, due to the function of the division of disciplines, the interdisciplinary graduate students enter a new subject field of study. Will face the knowledge structure does not match, the knowledge foundation is not strong enough, the discipline culture difference causes the study not to adapt and so on question, so in the graduate student three years, the interdisciplinary graduate student will experience how the discipline culture difference? What is the impact of cultural differences on them? What factors influence the adaptation of interdisciplinary graduate students? How will they adapt to the new subject culture? On the basis of in-depth interviews, this paper analyzes the above problems through the presentation of some fresh examples, and probes into the construction of interdisciplinary graduate training system. It is found that the cultural differences perceived by the interdisciplinary graduate students include the system of knowledge, the mode of thinking and discourse, the habit of teaching and research, the standard of academic evaluation, and so on. The main factors that affect the cultural adaptation of interdisciplinary graduate students can be divided into two categories: internal factors and external factors. The internal factors mainly include personality factors. Individual preparation, career development intention and interpersonal interaction, while external factors include discipline distance, social support, etc. Due to the cultural differences between disciplines and individual factors, The process of acculturation of individual subject culture is also different. Some interdisciplinary graduate students go through the stage of subject culture shock, some directly enter the stage of cultural communication, and some interdisciplinary graduate students go through their own efforts. Adapted to the new subject culture, in the new discipline has its own good performance, while some interdisciplinary graduate students have been hovering in the edge of poor adaptation for various reasons. Based on the above understanding, this paper attempts to explore the construction of the interdisciplinary graduate student training mechanism, in order to improve the postgraduate training program and improve the quality of graduate education.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類號(hào)】：G643

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 劉峻杉;;教育學(xué)領(lǐng)域跨學(xué)科研究生培養(yǎng)的特征、挑戰(zhàn)和對(duì)策[J];學(xué)位與研究生教育;2012年06期

相關(guān)碩士學(xué)位論文 前2條

1 項(xiàng)偉央;高�？鐚W(xué)科組織中的教師聘任制度研究[D];復(fù)旦大學(xué);2011年

2 葉章娟;碩士新生的學(xué)習(xí)適應(yīng)性研究[D];南京大學(xué);2013年

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本文編號(hào)：1694214