摘要
博士生教育中实施创新人才培养是我国研究生教育的战略目标。对全国8所大学216位博士生的调查表明,在博士生创新能力培养中,导师对学生的指导频次随学科不同有较大差异。博士生导师已经形成了对创新人才培养的培养思路和过程,但侧重不同。目前许多培养能够不同程度地促进博士生创新素质的提高,但仍有较大的改进空间。从评价视角看,目前我国高校比较重视博士生教育中的创新人才培养工作,但在培养目标、培养模式和环境条件上仍有许多不尽如人意的地方。博士生参与"研究生教育创新计划"的程度较低,博士生创新人才培养还存在一些环境和制度的制约。博士生对创新活动促进自身素质的满意度不高,在创新过程中还存在一些制约因素。
It is the strategic goal of the postgraduate education of our country to bring up the creative talents. The survey on 216 doctoral students of 8 universities in China indicates that in the training of the innovation ability of doctoral students, the frequency of tutors＇ guide varies among different subjects. The tutors of PhD students have formed their ideas and processes to train the innovation ability of the talented people with different focuses. Currently, although many training ways could accelerate the promotion of PhD students＇ innovation ability, there is still a lot to improve. From the perspective of evaluation, colleges and universities in China are now attaching importance to the training of innovative talents. However, there are still many defects on the training goal, the training mode and the en- vironment. The PhD students＇ participation in ＂postgraduates＇ innovation plan＂ is not enough. The training of the PhD students is restrained by some＇circumstances and rules. Their degree of satisfaction on the positive effects of the innovation activities is not high. There exist some factors restricting the innovation process.
出处
《高等工程教育研究》
CSSCI
北大核心
2011年第4期124-127,共4页
Research in Higher Education of Engineering
基金
国家社科基金“十一五”规划课题“中外高层次创新人才培养模式研究”(BIA070028)的阶段性成果
