结构功能主义视角下教育博士培养的困境与反思

Dilemma and Reflection of DoctorEducation from Perspective of Structural Functionalism

教育博士作为高等教育领域的研究型、应用型人才,其培养质量对于推动教育学科的发展、提升教育实践水平具有重要意义。当前教育博士培养体系在目标达成功能、适应性、社会整合功能和潜在模式维持功能等方面存在不足,影响了培养质量和社会需求的匹配度。基于结构功能主义理论,对教育博士培养体系进行系统分析,识别存在的问题,并从重塑培养目标、强化适应性、增强社会整合功能、改善潜在模式维持功能等方面提出策略,旨在构建更加有效的教育博士培养体系,提高教育博士的培养质量,满足社会对高端教育人才的需求。

The Doctor of Education,as a research-oriented and application-oriented talent in the field of higher education,plays a significant role in advancing the development of the educational discipline and enhancing the level of educational practice.However,the current Doctor of Education training system has deficiencies in adaptability,goal achievement,social integration,and the maintenance of potential models,which affects the quality of training and the match with social demands.Based on structural functionalism theory,a systematic analysis of the Doctor of Education training system is conducted to identify existing problems.Strategies are proposed from the aspects of enhancing adaptability,clarifying training objectives,strengthening social integration,and maintaining and developing potential models.The aim is to build a more effective Doctor of Education training system,improve the quality of Doctor of Education training,and meet the social demand for high-end educational talents.