惯习滞后:低年级直博生学业不适的表现及形成机理

The Lag of Habitus: The Phenomenon and Formation Mechanism of Academic Discomfort of Low-grade Direct-entry PhD Students

“直博”制度在高质量研究生培养中的重要性逐渐显著,然而低年级直博生在本博跨域阶段存在学业适应困难,一定程度上挫败了他们的学业发展信心。本文运用布迪厄的惯习滞后理论,探究低年级直博生学业不适的表现及其生成机理。研究发现,本博场域间评价标准与学习方式的严重脱节致使低年级直博生骤然体验到经验失灵的无措感,而惯习滞后矛盾、学术预演缺失、外部支持阙如等因素又给低年级直博生适应学术环境造成了掣肘。根据研究结果,本文从夯实根基、优选人才以及引导适应等角度提出建议,以期能为直博生抵抗惯习滞后、持续学术发展提供支持与保障。

The "direct-entry PhD Student" system plays an increasingly important role in the cultivation of high-quality doctoral students. However, direct-entry PhD students have difficulties in adapting to their studies in the transition period from undergraduate schooling to doctoral education, which frustrates their confidence in academic development to some extent. This paper uses Bourdieu’s habitus theory to explore the phenomenon and mechanism of academic discomfort of direct-entry PhD students in the early stage of their academic studies. The study finds that apparently different evaluation standards and learning styles between undergraduate schooling and doctoral studies make the students suddenly experience an "all at sea" sense when their former experience fails to help them. Some factors like the lag of the habitus, the absence of academic rehearsal and the need for external support hinder the students to adapt to the academic environment. Based on the research, this paper puts forward suggestions from the perspectives of laying a solid foundation, selecting talents and properly guiding their adaptation, aiming at providing support and guarantee for direct-entry PhD Students to resist the lag of the habitus and continue their academic development.