美国教育领域专业博士学位制度设计及其启示——以哈佛大学“教育领导博士”专业学位项目为例

The System Design of Ed.D.Programsin the U.S.and Its Inspiration——With Harvard's Ed.L.D.Program as an example

近年来,哈佛大学教育研究生院对教育领域专业学位制度进行了一系列创新和变革,2010年创设了教育领导博士学位,并于2014年停止了发展近百年的教育博士学位的招生。新学位本着为美国社会培养开拓变革型教育领导者的基本使命,在培养目标、课程结构、教学方法、培养形式以及毕业环节等方面进行了一系列制度创新,突出了"职业型""应用性"专业学位的本质属性,与社会实践需要的契合程度更高,一定程度上规避了与教育哲学博士学位趋同化的风险,这对尚处于试点阶段的我国教育博士专业学位建设有一定的启示。

Harvard University hasmade a series of reform in its professional degree education in recent years,establishing an Ed.L.D program in 2010 and ending its hundred-year-old Ed.D.program in 2014.The new Ed.L.D program is noted for its system innovation inits goal of training,curriculum structure,teaching methods,training form and graduation requirements,highlighting its professional and applied features,with a greater degree of fit with social needs and uniqueness against training for Ed.D.and Ph.D.Their experience provides an inspiration for doctor-of-education programs in our country.