硕士生关键素养培养策略研究——基于中荷导师访谈的比较分析

Fostering Key Competencies through Research:Comparing Strategies of Chinese and Dutch Master Thesis Supervisors

本文研究中国和荷兰导师如何培养硕士研究生关键素养,如创新能力、批判性思维、自主发展能力等。调查以硕士论文指导过程为背景,对20位中国和荷兰研究型大学教师进行了访谈;访谈数据采用Atlas-ti软件进行编码。通过对编码频次和导师策略共现矩阵进行定量分析。研究发现:双方导师使用指导策略总体相似,都综合运用以教师为中心到以学生为中心的多种指导策略,注重因材施教和营造相应学习氛围。结合文本内容和案例等材料进行质性分析发现:中国导师更倚重示范作用,对学习过程和质量严格把控,导师角色更偏向权威专家,多以引领学生为主;荷兰导师则更擅长使用连环提问和主动关照学生情绪的策略,刻意缩减师生间权力距离,导师角色偏向合作研究者。需要注意的是,两国教师中都存在例外情况。这些差异一定程度上体现了两国教育传承和教育价值的差异,同时也为两国教师提供了更加多元的指导策略选择。

To explore the strategies supervisors used for fostering students＇ key competencies, such as creative disposition, critical thinking, independent learning, we interviewed 20 master thesis supervisors from Chinese and Dutch research universities. The findings indicated that the Chinese and the Dutch supervisors in general were similar. Both used a combination of strategies ranging from teacher directed to student directed strategies, and cared about creating an assistive learning environment. However, they differed in the strategies they prioritized. The Chinese supervisors often took the role of an expert and authority, stressing teacher modeling, and explicit control and monitoring. The Dutch supervisors often took the role of a co-investigator, emphasizing the posing of nested questions and providing emotional support. However, these should not be taken as stereotypes as there were exceptions in both samples. Implications for supervisors from both countries were discussed in relation to their cultural and educational differences.