【作者】 张航；

【导师】 梁传杰；

【作者基本信息】 武汉理工大学 ， 教育经济与管理， 2016， 硕士

【摘要】 高校研究生教育发展方式转变是高等教育综合改革的重要内容,对加强高校内涵建设、提高研究生培养质量产生重要影响。纵观世界高校研究生教育发展方式的转变历程,呈现出资源配置主体渐趋多元、投入要素不断增多、价值取向因势而变、驱动类型由内至外、培养规模不断扩大、制度体系不断完善的发展轨迹。随着教育部、国家发展改革委、财政部联合颁布的《关于深化研究生教育改革的意见》出台,全面优化研究生教育要素组合结构,提高研究生教育质量,成为当前研究生教育改革与发展所关注的焦点,高校研究生教育发展方式如何转变成为了亟待解决的问题。本研究综合运用文献研究法、历史研究法等多种方法分析了高校研究生教育发展方式的基本内涵和组成要素,梳理了世界范围内高校研究生教育发展方式所历经的教师内发式、学院式、专业式、融合式四种典型方式,探究其要素组成和特征。在简要回顾我国高校研究生教育发展方式的转变历程基础上,分析我国现行的资源配置主体、要素投入和配置结构等具体情况,探究我国存在的问题以及成因,提出了我国高校研究生教育发展方式向协同式发展方式转变的目标以及转变的路径。本研究认为:高校研究生教育发展方式是指某一高校研究生教育在其发展过程中,为适应外部环境和条件的变化,基于一定的办学理念和办学思路,通过调整研究生教育投入要素及其投入结构,实现研究生教育投入资源要素的重新分配,建构投入要素新的组合体,从而促进研究生教育发展的方法和形式。其组成要素包括人力要素(高校人力要素、政府人力要素和市场人力要素)、资本要素(高校资本要素、政府资本要素、市场资本要素)以及制度要素(高校制度要素、政府制度要素、市场制度要素)。根据要素配置结构变动,世界高校研究生教育发展方式的转变经历了教师内发式发展方式、学院式发展方式、专业式发展方式、融合式发展方式四个阶段。我国现行高校研究生教育发展方式存在着人力要素分配比例失调、资本要素投入不足、制度要素不完善等问题,主要原因是政府的缺位和越位、高校的自主权不够、市场的主动性不足。结合我国研究生教育发展的实然问题与国际趋势,论文提出了我国高校研究生教育发展方式的目标是向协同式发展方式转变,即转向以实用主义和人本主义为核心价值取向,以国家、市场和高校为主要资源配置主体,通过工作协作配合,推动各个要素分配组合的方法和形式。在转变过程中,要建设服务型政府,转变政府职能,优先保障研究生教育的投资;构建自主型高校,办学市场化,坚持高校公平公德公益的原则;呼唤主动型市场,强化市场信息的反馈,积极承担研究生培养责任等。更多还原

【Abstract】 The transformation of development mode of colleges and universities’ postgraduate education is an important content in comprehensive reform of higher education;it also significantly influences the enhancement of college connotation construction and the improvement of quality of postgraduates cultivated.Make a general view at the transformation process of development mode of worldwide postgraduate education,it is presented that the resource allocation subjects are getting diverse,input factors keep increasing,value orientation changes upon different conditions,drive type is changing from internal to external,educational scale keeps expanding,and the institutions and systems keep improving towards perfection.As the release of “Opinions on Deepening the Reform of Post-graduate Education” jointly by Ministry of Education,National Development and Reform Commission and Ministry of Finance,comprehensively optimizing the combining structure of postgraduate education factors,improving the quality of postgraduate education become the focuses of reform and development of present postgraduate education and how to transform the development mode of colleges and universities’ postgraduate education becomes a problem to be urgently solved.This study integrates literature research,historical research and other methods to analyze the basic connotation and factors of colleges and universities’ postgraduate education development modes,summarizing the basic situation that the development modes of worldwide colleges and universities’ postgraduate education have been experienced four kinds of typical transformations as teachers’ internal development mode,academy mode,specialty mode and integration mode,and also exploring its factor composition and characteristics.This study also analyzes the current resource allocation subjects,factor input,allocation structure and other special elements on the basis of briefly looking back on the development mode transformation history of colleges and universities’ postgraduate education in our country,and looks into the problems exist in China and the causes of them,then comes up with the objective,which is cooperative mode,to which the colleges and universities’ postgraduate education in China should transform and the path of this transformation.This study suggests,the development mode of colleges and universities’ postgraduate education is the methods and forms used in improving the development of postgraduate education to adapt itself to the changing external environment and conditions,and to accomplish the reallocation of postgraduate education input resource factors,establish new combination of input factors via adjusting input factors and input structure based on a certain schooling philosophy and idea during the development process of one college’s postgraduate education.Its combining factors include Manpower Factor(manpower factor in colleges and universities,manpower in government and manpower in market),Capital Factor(colleges and universities capital factor,government capital factor and market capital factor)and Institution Factor(colleges and universities institution factor,government institution factor and market institution factor).According to the structure change of factors allocation,the development mode of worldwide colleges and universities’ postgraduate education has experienced four phases as teachers’ internal development mode,academy mode,specialty mode and integration mode.The development mode of our country’s current colleges and universities’ postgraduate education is facing many problems like improper distribution of manpower factor,under-investment of capital factor and imperfection of institution factor,etc.,the main reason of which is the omission and offside of government authority,the lack of decision-making power of colleges and the deficiency of initiative in market.Combining the actual problems of postgraduate education development and international trend,this thesis proposes that the objective of development mode of colleges and universities’ postgraduate education in China is the transformation to cooperative development mode,which means the development mode will be a pragmatism and humanism-oriented method and form considering nation,market and colleges as its major recourse allocation subject to promote the combination of all factors by work coordination and cooperation.During the transformation,serve-oriented government shall be built,government functions shall be transformed and postgraduate education input shall be preferentially guaranteed;independent colleges and universities shall be established to run school by market laws,and preserve the principle of fairness,social morality and public interests in colleges and universities;call for proactive market,enhance the information feedback from market and positively assume the responsibilities in postgraduate cultivation.更多还原