情境与互动的形塑:导师指导行为的分类与解释框架

Shaped by Contexts and Interactions: The Classification and Interpretation Framework of Graduate Supervisor’s Guidance Behavior

导师对研究生的指导行为不仅是经验之谈,而且是有规律可循的。导师指导行为具有教育、生产、支持以及管理功能,可以根据研究生感知的属性进行细致的类别划分。在导师指导行为解释框架--情境互动模型中,个体特征是形成导师指导行为的基础;导师指导观是形成导师指导行为的先导和依据;外在情境塑造着导师指导行为的基本模式,提供其可能性与边界条件;在需求满足和期望达成机制的作用下,导师与研究生的互动决定着具体的指导行为。

Supervisor’s guidance to graduate students is not only a matter of experience, but also rules to follow. Guidance behavior has the functions of education, production, support and management. It can be categorized according to the attributes perceived by postgraduates. The context-interaction model is provided in this paper, which is a framework for interpreting the guiding behavior. In this model, individual characteristics are the basis for the guiding behavior of supervisors. The guiding view is the guide and basis for guiding behavior. The external contexts shape the basic mode and provide the possibility and the boundary conditions of guiding behavior. The interaction between supervisors and individual graduate students determines the specific guidance behavior under the mechanism of demand satisfaction and expectation attainment.