【摘要】 “国优计划”是我国深化教师教育改革的重要制度创新。作为该计划的核心群体，研究生在完成学术研究与接受教师教育过程中，普遍面临角色定位模糊与期望冲突的问题。以角色互动模型为分析框架，基于对20位“国优计划”研究生的深度访谈发现，“国优计划”研究生承担着科学研究者、准教师、跨学科学习者三重角色。其中科学研究者与准教师角色之间，准教师角色内部和跨学科学习者内部均存在角色冲突。其根源在于组织层面制度逻辑的分化、培养机制与评价体系的结构性张力，人际层面沟通链条的断裂、权力关系的失衡与反馈机制的滞后，以及个体层面动机的多元化、价值取向的差异与能力结构的不均衡。基于此，未来应从结构整合、沟通协同与自我建构三个维度进行调适，以促进“国优计划”研究生的角色平衡与专业成长。更多还原

【Abstract】 The “National Excellence Program” represents a key institutional innovation in China’s teacher education reform. Graduate students participating in this program are expected to engage in both academic research and teacher professional training, yet they frequently encounter ambiguous role positioning and conflicting expectations. Role conflicts are manifested in three primary forms: between academic researcher and prospective teacher roles, within the prospective teacher role itself, and within the Interdisciplinary learner role. The underlying causes of these conflicts can be attributed to three categories of factors: organizational factors, including the separation between academic and teacher education logics, as well as structural tensions within the training and evaluation systems; interpersonal factors, such as fragmented communication among stakeholders, asymmetrical power relations, and delayed feedback mechanisms; and individual factors, including diversified motivations, divergent value orientations, and uneven competence structures. Accordingly, the study proposes that role conflicts can be alleviated through structural integration of training systems, coordination and communication among role senders, and self-construction at the individual level, thereby promoting role balance and professional development among graduate students in the “National Excellence Program”.更多还原