中国教育博士专业学位十年发展与改革

Ten Years of Development:Characteristics,Challenges and Reforms of Doctor of Education(Ed.D.)in China

中国教育博士专业学位历经十年发展,呈现如下特征:大学对人才培养模式的主动探索与国家力量共同推动教育博士专业学位的产生与发展;采取试点先行,逐步发展的原则;培养单位的教育博士招收规模表现出不均衡性。同时,也面临学位授权单位增长快,招生规模急速扩张;生源充足,录取理想生源难;专业博士和学术博士培养模式趋同等方面的挑战。为了教育博士专业学位的可持续性发展与质量提升,其改革措施为谨慎增加授权单位,适当扩大单位招生规模;外语考试成绩实施专业方向差异化划线;以质量为重心,培养方案突出专业学位特点;组建“学术性导师+实践性导师”导师组。

After ten years of development,the professional degree of doctor of education(Ed.D)in China shows the following characteristics.The active exploration of cultivation mode in universities and the national power jointly promote the development of Ed.D.Based on the principle of“pilot first and progressive development”,the enrollment scale of Ed.D.of university is characterized by imbalance.However,Ed.D.still faces many challenges,such as the rapid growth of degree authorized units,the rapid expansion of enrollment scale,the sufficient source of students,and the convergence of professional doctor and academic doctor training mode.In order to promote the sustainable development and quality improvement of the professional degree of doctor of education,the reform measures are as follows:cautiously increasing authorized units and appropriately expanding the enrollment scale of units;implementing the differentiated marking of professional direction in foreign language examination results;focusing on the quality,highlighting the characteristics of professional degree in the training program;and establishing the“academic tutor+practical tutor”tutor group.