提质并增量：博士生学术训练环境的优化路径研究-《集美大学学报（教育科学版）》

文章信息/Info

Title:: Optimizing Doctoral Training Environments:Pathways to Enhance Quality and Capacity in Academic Development

Author(s):: CHANG Lingling; （College of Education,Minzu University of China,Beijing 100081,China）

Keywords:: doctoral students; grounded theory; academic training environment

摘要:: 在博士生教育中，学术训练环境影响着博士生的学术体验感与获得感。基于扎根理论对26位博士生进行深度访谈发现，当前，博士生学术交流机会充足且符合个人需求；学术氛围较为浓厚但存在异化的风险；课程教学内容失配且陷入了“质量洼地”的窘境；导生关系较为适配，但整体上仍存在失联、失衡的危机。据此，提出建议以提升学术训练环境的整体质量，即着力打破学术训练要素的配置惯性，确保学术训练环境符合博士生需求；优化学术训练要素结构，弱化学术训练要素总量稀缺的问题；消解信息不对称问题，提升学术训练环境的外部适应性。

Abstract:: In doctoral education,the academic training environment influences doctoral students’ scholarly engagement and developmental outcomes.Based on the in-depth interviews with 26 doctoral students through grounded theory analysis,findings reveal that,at present,academic exchange opportunities are generally accessible and personalized,and the academic atmosphere is relatively strong,but there is a risk of alienation;the content of the teaching courses is mismatched and falls into the dilemma of the "quality puddle";the relationship between the supervisor and the student is relatively appropriate,but it remains vulnerable to communication breakdowns and power imbalances.Accordingly,the study puts forward the research recommendations,namely,to break the inertia of the configuration of academic training elements to ensure that the academic training environment meets the needs of doctoral students;to optimise the structure of academic training elements to weaken the problem of scarcity of academic training elements in total;to eliminate the problem of information asymmetry and enhance the external adaptability of the academic training environment,so as to improve the overall quality of the academic training environment.

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