合作与差异:加拿大导师制度的选择——基于三所一流大学的经验

Cooperation and Difference: The Choice of Supervisor System in Canada——Experience from Three World-class Universities

导师制度的建设与完善是推进研究生教育高质量发展的重要环节。基于对加拿大三所世界一流大学的分析,发现其研究生导师制度呈现出“合作与差异”并重的特色,表现在:导师角色上,以多方引导人、共同责任人为定位;导师职责上,重视规范职责与协商职责并行;导师时间上,提倡全程参与研究生教育;导师指导效果保障上,多维度促进导师专业成长。研究结果对我国研究生导师制度建设的启示如下:探索“自我询问”机制,引领导师理解自己;尝试“期望协议”,明晰师生的主体职责;落实导师合作小组,拓展指导效果;深化“分类指导”细则,关注学生多样性;打造规制、引导、自主“三合一”服务体系,促进导师专业成长。

Supervisor system plays an important role in promoting the high-quality development of graduate education. Based on the analysis of three world-class universities in Canada, it is found that their graduate supervisor system is characterized by a mixture of "cooperation and difference". In terms of the positioning of supervisors, they ought to be diverse and co-responsible. In terms of supervisors’ duties, normative and consultative responsibilities are equally important. As for the time, supervisors are advocated to be engaged in the whole process of graduate education. For better guidance, supervisors’ professional growth can be promoted in multiple ways. Experience from Canada’s top universities may provide some references for China from the following perspectives: exploring the "self-inquiry" to help supervisors understand themselves;establishing "expectation agreement" to clarify responsibilities of teachers and students;promoting supervisor groups to expand the effect of instruction;deepening "classified guidance" to adapt to diverse students;building the "three-in-one" service system by integrating regulation, guidance and autonomy for better professional growth of supervisors.