比较视域下我国博士生科研能力发展研究

Research on the Development of Scientific Research Ability of Chinese Doctoral Candidates from a Comparative Perspective

博士生教育作为高等教育重要组成部分,科研能力作为博士核心素养,发展状况关系到博士生教育整体质量。基于已有研究,对博士生科研能力发展的分析放置于更加综合的框架中,将其科研能力划分为研究设计、学术发表、学术交流、学术管理、学术激情等。利用2019年《自然》(Nature)全球博士教育调查数据,分析博士生科研能力发展情况。研究结果表明,相比较发达国家博士生而言,我国博士生有五成对其科研能力发展感到满意。具体而言,我国博士生在学习时间投入、论文发表、管理研究项目、学术交流等能力发展方面与国外博士生相比还存在一定差距。申请研究资助、应对同行评议韧性、制订研究计划、管理团队成员、管理项目运营预算、高频度师生交流等方面科研能力发展总体上高于或接近国外博士生。为了提升博士生科研能力发展水平,大学需要改革博士生课程学习及科研训练模式,提升博士生学术研究设计能力发展水平;激发博士生科研志趣,促进博士生学习及科研投入。

Doctoral education is an important part of higher education, and scientific research ability is the core quality of doctoral education. Doctoral candidates’ development status is related to the overall quality of doctoral education. Based on the existing research, the analysis of the development of doctoral students’ scientific research ability is placed in a more comprehensive framework, and their scientific research ability is divided into research design, academic publication, academic communication, academic management, academic passion, etc. Use the 2019 Nature global doctoral education survey data to analyze the development of doctoral research abilities. The research results show that compared with doctoral students from foreign developed countries, 50% of Chinese doctoral students are satisfied with the development of their scientific research capabilities. Specifically, there is still a certain gap between Chinese doctoral students and foreign doctoral students in terms of study time investment, paper publication, management research projects, and academic exchanges. The development of scientific research abilities in applying for research funding, responding to peer review, formulating research plans, managing team members, managing project budgets, and high-frequency teacher-student exchanges is generally higher than or close to that of foreign doctoral students. In order to improve the development level of doctoral research ability, universities need to reform the mode of doctoral students’ course learning and scientific research training;continuously stimulate doctoral student’s interest in scientific research, and promote doctoral students’ commitment to learning and scientific research.