教育博士与教育学博士培养是否趋同?——基于学位论文比较的视角

Does the Training of Ed.D.and Ph.D.in Education Converge?——Based on the Perspective of Dissertations Comparison

教育博士的培养一直受到学术化的困扰和质疑,本研究运用文本分析法,从研究取向、研究主旨以及研究规范三个方面,对教育博士与教育学博士共330篇博士学位论文进行内容分析。结果表明,教育博士与教育学博士在学位论文上趋同问题并不严重,教育博士与教育学博士学位论文虽然在研究取向上无明显差异,但在研究主旨上具有明显区别,相较于教育学博士的“研究型”特点,教育博士学位论文在研究关键词、主题以及层次上呈现出“实践性”特征;在研究方法上,教育博士也偏向于“实践应用”性质的研究方法。此外,两类博士学位论文的研究基础都有待加强。在未来的博士生培养中,应进一步强化教育学博士的学术性取向和教育博士的实践性取向;教育博士培养和论文研究应形成培养单位、工作单位和实践场所等多方参与的协同育人机制,提升论文成果的应用价值;加强教育博士论文研究的规范性,拓宽博士生的学术视野。

The cultivation of Ed.D.has always been questioned to be over academic.This study uses text analysis to compare theses completed by Ed.D.and Ph.D.in the field of education with regard to research orientation,research theme,and research norms based on 330 dissertations samples.The results showed that convergence between Ed.D.and Ph.D.was not serious.Although there was no obvious difference in research orientation between Ed.D.and Ph.D.,there was a clear difference in research theme.Compared with the“academic”characteristics of Ph.D.dissertations,Ed.D.dissertations presented the characteristics of“practicality”in research keywords,topics,and levels.In terms of research methods,Ed.D.graduates preferred to choose practical or applied methods.In addition,the research foundation of Ph.D.and Ed.D.dissertations both needed to be strengthened.Therefore,it is recommended that the academic orientation of Ph.D.thesis and the practical orientation of EdD thesis should be further strengthened in the future.A collaborative education mechanism involving universities,workplace and,practice sites should be formed to enhance the application value of dissertation in the training of Ed.D.Besides,it is necessary to strengthen the normativity of Ed.D.dissertation and broaden the academic vision of doctoral students in academic research.