多元与泛化:研究生教育质量理论面相解析

Diversification and Generalization:a Comprehensive Analysis on the Quality of Graduate Education

研究生教育质量既是研究生教育的重要概念,又是教育质量的一种特殊类型,在理论研究与教育实践中广受关注。通过梳理近十年研究文献发现,一方面研究生教育质量的核心内容趋向于多元化与功用化,另一方面其概念边界趋于广泛化、模糊化,呈现出多元与泛化共存的局面。然而,多元与泛化共存容易引发认识纠缠,不利于把握研究生教育质量的基本特征,难以认清其内在逻辑和发展机制。因此,有必要探索一条既有基础性又具整合性的理解进路,使研究生教育质量成为一个具有稳定核心、开放边界和过滤吸纳机制的基本概念;而从知识论出发,以知识与学术系统为基点的考察是一种可行的尝试。

The quality of graduate education, as a key concept of education as well as a specific type of quality, has theoretical and practical significance. A review of related literature over the past ten years indicates that the quality issue has become either diversified or generalized with blurred boundaries. This phenomenon tends to weaken the basic features of graduate education quality and makes it hard to identify its intrinsic logic and development mechanism. Therefore, it is necessary to explore a comprehensive analysis approach to evaluating the quality of graduate education with solid indicators, open boundaries and evolutionary schemes. One possible way to achieve this is to make epistemological assessments based on knowledge and academic systems.