本文選題：研究生導師　切入點：研究生導師專業(yè)發(fā)展　出處：《東北師范大學》2017年博士論文　論文類型：學位論文

【摘要】：研究生教育是高等教育的重要組成部分。研究生培養(yǎng)的高質(zhì)量離不開高素質(zhì)的導師。研究生導師的專業(yè)成長并非一蹴而就,在由新手走向成熟的過程中,研究生導師通過何種方式來實現(xiàn)自身的專業(yè)發(fā)展是一個值得研究的問題。由于學科及個人特點的不同,研究生導師的具體專業(yè)發(fā)展路徑會不盡相同,但也有共性的特點和規(guī)律。研究生階段的師生關(guān)系是一個“教學相長”(1)的關(guān)系。此階段導師和學生的接觸交流勝過任何一個教育階段。在師生間的交往互動中,導師汲取學生身上的稟賦特質(zhì),在積極的反思和持續(xù)的建構(gòu)中,實現(xiàn)自身的專業(yè)發(fā)展。直白地講,學生自身的專業(yè)發(fā)展也促進、推動甚至鞭策教師的專業(yè)發(fā)展。那么研究生能否推動導師專業(yè)發(fā)展?如何去推動導師的專業(yè)發(fā)展?推動導師的哪些素質(zhì)發(fā)展?哪些研究生能夠推動導師的專業(yè)發(fā)展?推動導師專業(yè)發(fā)展的前提是什么?對這一系列問題進行追問,是一個饒有趣味更具有價值的問題。鑒于此,本文采用教育敘事的研究范式,選擇一位研究生導師及其師門弟子群體作為研究對象,基于“立體采擷、客觀全面、突出要旨、注重倫理”的研究立場,綜合運用觀察、訪談和文獻等多重研究方法,再現(xiàn)一部“教學相長”的研究生導師專業(yè)發(fā)展的教育生活史,揭示“以生為師”、“倒逼反推”維度中的研究生導師專業(yè)發(fā)展的特殊規(guī)律,建構(gòu)“學生反哺”、“師生共生”視閾下的研究生導師專業(yè)發(fā)展的應然模式。本文主要分為三個部分:第一部分是論文的導論和第一章,主要交代了研究緣起、研究問題、研究意義等,在綜述文獻、厘清概念的同時,著重闡述了論文的研究設計。同時,本部分還詳細地聚焦本文的研究對象,對敘事者的生活背景進行立體透視,使研究者對研究對象的認知更為全面、豐富和深刻。第二部分是論文的二、三、四、五章,這是論文的主體。主要結(jié)合研究對象專業(yè)發(fā)展的時間順序向前推移,竭盡全面地采擷研究對象在不同階段與學生進行的不同形式的交往。并對這些交往的“瑣事”進行還原和深描,重點挖掘故事背后的“因果”,以及研究對象所進行的反思和成長。第三部分是論文的第六章,是對前文“瑣碎敘事”的理論升華,也是論文的重點。基于第二部分對研究對象個體專業(yè)發(fā)展歷史的梳理,深入挖掘內(nèi)隱于表象的事物本質(zhì),進一步回答前文提出的系列追問,并對“教學相長”視閾下的研究生導師專業(yè)發(fā)展予以理論觀照。本研究認為:首先,作為“群”這一范疇的學生,研究生不僅具有普遍意義上的超越性,更具備其他“群”范疇學生所不具備的寬廣視野、學術(shù)水準、洞悉能力等特殊品質(zhì),這些品質(zhì)在“后喻時代”得以放大,進而促使導師向研究生學習成為可能。其次,不同類型的研究生在反哺導師專業(yè)發(fā)展的過程中,扮演著不同的角色,發(fā)揮著不同的效用。對以“師門”為單位的師生學術(shù)共同體的建構(gòu),則不能強求千篇一律,而要堅持隨機生態(tài)、多元并包。第三,研究生能夠促進導師在價值觀念、知識結(jié)構(gòu)、能力體系等方面的提升,推動著導師朝向“社會化”、“教育化”、“個性化”的方向邁進。第四,研究生反哺導師專業(yè)發(fā)展的主要途徑是師生交往,這種交往不僅局限于學術(shù)性活動,“泛學術(shù)性”活動往往會發(fā)揮更大的作用,且兩種交往都需要建立在“利益均衡”的基礎之上。第五,研究生推動導師專業(yè)發(fā)展的前提在于導師的內(nèi)在矛盾,導師的個體覺醒、持續(xù)反思、主觀幸福是發(fā)現(xiàn)“實然我”與“應然我”之間差距的根本動力;生活場域與個體的交互也是導師激發(fā)學習進取、重構(gòu)自我的重要驅(qū)動力。
[Abstract]:Postgraduate education is an important part of higher education. The high quality of postgraduate education cannot do without high quality teachers. Graduate teacher professional growth is not overnight, in the process of maturity by the novice, tutor of the means by which to achieve their own professional development is a problem worthy of study because the subject. And the personal characteristics of different, specific professional development path of graduate tutors will vary, but there are common characteristics and laws. Postgraduate teacher-student relationship is a "Teaching benefits teachers as well as students. (1). The relationship between the" contact the tutors and students than any education in the interaction. Between teachers and students, teachers to learn the students report, on the positive reflection and continuous construction, to achieve their own professional development. Frankly speaking, students can promote their professional development, push Move or even spur the professional development of the teachers. So students can promote the professional development of teacher professional development? How to promote teacher? Which promote quality development of Postgraduate Tutor? Which can promote the professional development of teacher? What is the premise to promote the teacher professional development? A series of questions on this question, is a more valuable an interesting problem. In view of this, this paper adopts the research paradigm of educational narrative, the choice of a tutor and his disciple group as the research object, based on the "three-dimensional gather, objective and comprehensive, burst out the gist of research position on ethics", the integrated use of observation, interview and literature research methods such as multiple, reproduction "the tutor Teaching benefits teachers as well as students." professional development of education and life history, reveal the "student teacher", "forced on deduction" in the dimension of the tutor's professional development. Special rules, construction of "students' feedback", "teacher-student symbiosis" from the perspective of research student teacher professional development target mode. This paper is mainly divided into three parts: the first part is the introduction and the first chapter mainly introduces the research origin, research questions, research significance, the literature review, clarify the concept at the same time and focuses on the design of this research. At the same time, this part focus on the research object of this paper, the narrator's life background perspective, the cognitive researchers on the study of the more comprehensive, rich and profound. The second part is the two, three, four, five chapters, this is the main body of the thesis. The main research object with the time sequence of professional development goes forward, all the different forms of communication to gather research objects in different stages and students. And these exchanges "and" reduction and deep Description, focus on mining the story behind the "cause and effect", reflection and growth as well as the research object. The third part is the sixth chapter, is the sublimation of the preceding "trivial" narrative theory, also the focus of the paper. The second part of the history of the research object based on the analysis of the individual professional, in-depth excavation of implicit objects nature of the surface, further questioning the previously proposed answer series, and the research from the perspective of "Teaching benefits teachers as well as students." student teacher professional development theory. This study suggests that: first, as a "group" in the category of students, graduate students not only has the general sense of transcendence, with other "group" category the students do not have broad vision, insight into the ability of academic standards, and other special qualities, these qualities can be magnified in the "post figurative era", and prompted a tutor for postgraduate study possible. Secondly, different Study on the types of students in the process of nurturing teacher professional development, plays a different role, play a different utility. The construction of the academic community of teachers and students to "see" as the unit, does not believe the same, and to adhere to a random ecological, multiple and. Third, Graduate Students can promote the tutor in values, the knowledge structure, ability system upgrade, promote teacher towards "socialization", "education", "forward personalized" direction. The fourth main ways of nurturing the professional development of Postgraduate Tutor is the communication between teachers and students, this kind of communication is not only confined to academic activities, extensive academic activities will often play a greater role, and the two kinds of communication are needed based on "balance of interests". In fifth, the graduate tutor is a prerequisite for promoting the professional development of the inherent contradictions of my tutor, tutor of the individual awakening, Continuous reflection, subjective well-being is the fundamental driving force to find the gap between "real me" and "ought to be me". Interaction between life field and individual is also an important driving force for teachers to stimulate learning and enterprising and reconstruct themselves.

【學位授予單位】：東北師范大學
【學位級別】：博士
【學位授予年份】：2017
【分類號】：G643

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