摘要
1996年至2006年,我国11个学科门类授予硕士、博士学位数量的比例变化不大,基本上是"存量决定增量";各学科发展过于均衡,未能出现结构性变化,授予的硕士学位与博士学位的学科结构很接近。这种结构雷同表明我国研究生教育没有体现出不同学科专业对于不同层次人才需求的差异性。我国硕士研究生教育应在保证基础性、理论性学科专业基本需求的前提下,大力发展应用型学科专业,培养高层次应用性人才;博士研究生教育则需在稳定规模的基础上,着力优化结构,积极发展博士专业学位教育。
The numbers of master＇s and doctoral degrees as well as the ratio of the two types of degrees awarded in eleven disciplines in China between 1996 and 2006 didn＇t change so much, the increasing numbers of degrees were decided by the existing numbers of theirs. As a result, structural changes hadn＇t taken place in balanced development of various disci- plines, which led to the similar disciplinary structure in master＇s and doctoral degrees. The cause of similar structure lies that various disciplines and professions have different demands for the different level talents, which are not manifested in Chinese postgraduate education. So, the Chinese master＇s education should strive to develop application-oriented professions on the premise of primary demands for the basic and theoretical disciplines; meanwhile the doctoral education should vigorously optimize structure and actively impel doctoral profes- sional degrees education under the condition of stable scale.
出处
《高等教育研究》
CSSCI
北大核心
2008年第12期60-71,共12页
Journal of Higher Education
基金
国务院学位办委托课题--“学位与研究生教育信息分析”的部分成果
教育部“211工程”三期子项目“中国特色的公共管理与公共政策学科平台建设”
中国人民大学北京市重点学科“教育经济与管理”的资助.
关键词
研究生教育
学科结构
postgraduate education
disciplinary structure
