美國(guó)博士生學(xué)術(shù)職業(yè)社會(huì)化的相關(guān)研究與實(shí)踐_2

1、    美國(guó)博士生學(xué)術(shù)職業(yè)社會(huì)化的相關(guān)研究與實(shí)踐    五、結(jié)語(yǔ)美國(guó)博士生學(xué)術(shù)職業(yè)社會(huì)化相關(guān)研究的產(chǎn)生適應(yīng)了美國(guó)博士生教育改革、學(xué)術(shù)職業(yè)的發(fā)展變遷以及社會(huì)化理論自身演變的邏輯，經(jīng)過(guò)幾代學(xué)者的努力，形成了日漸成熟的研究體系，其研究視角和視野不斷拓寬，展現(xiàn)了博士生從入學(xué)到就業(yè)過(guò)程中個(gè)人發(fā)展與學(xué)術(shù)發(fā)展的綜合圖景。社會(huì)化理論重在關(guān)注個(gè)人接受外部環(huán)境的影響，在博士生學(xué)術(shù)職業(yè)社會(huì)化的研究中尤其強(qiáng)調(diào)學(xué)生和教師構(gòu)成學(xué)術(shù)環(huán)境的影響作用，因此作為理解博士生教育的有效工具，對(duì)于高校改進(jìn)實(shí)踐、采取有針對(duì)性的干預(yù)措施產(chǎn)生了重要影響，其深厚的實(shí)踐基礎(chǔ)和良好的概括性，都使其易于得到理

2、解和應(yīng)用。在我國(guó)博士生教育快速發(fā)展的關(guān)鍵時(shí)期，關(guān)注博士生社會(huì)化對(duì)于不斷改進(jìn)和完善博士生的培養(yǎng)過(guò)程，加強(qiáng)博士生的學(xué)術(shù)職業(yè)準(zhǔn)備具有重要的借鑒意義。社會(huì)化理論鼓勵(lì)師生、生生交往，培養(yǎng)機(jī)構(gòu)營(yíng)造良好的學(xué)術(shù)環(huán)境，向?qū)W生傳達(dá)明確的學(xué)術(shù)期望；強(qiáng)調(diào)家庭、朋友的支持和鼓勵(lì)；同時(shí)注重專業(yè)協(xié)會(huì)聯(lián)系行業(yè)與高校的輔助協(xié)調(diào)作用。這些方面都為我國(guó)提高博士生教育質(zhì)量所應(yīng)著手的關(guān)鍵環(huán)節(jié)提供重要的啟發(fā)意義。然而我們也應(yīng)看到，該框架延續(xù)了結(jié)構(gòu)功能主義學(xué)派對(duì)于社會(huì)結(jié)構(gòu)及功能的關(guān)注，強(qiáng)調(diào)一致的知識(shí)、技能、價(jià)值觀習(xí)得，過(guò)于依賴外部環(huán)境對(duì)博士生的塑造，將博士生個(gè)體和學(xué)術(shù)組織看成是為整體利益共同發(fā)揮作用的各個(gè)組成部分，因此對(duì)于發(fā)展和完善學(xué)生個(gè)

3、性的目標(biāo)關(guān)注不夠。此外，隨著博士生職業(yè)發(fā)展的多元化趨勢(shì)，對(duì)于博士生個(gè)人發(fā)展以及通用技能發(fā)展的關(guān)注也亟待加強(qiáng)。因此，在美國(guó)博士生學(xué)術(shù)職業(yè)社會(huì)化的研究成果運(yùn)用于我國(guó)博士生教育的實(shí)踐當(dāng)中，應(yīng)注意其在中國(guó)教育情境下的適切性；同時(shí)在我國(guó)博士生教育蓬勃發(fā)展的今天，于豐厚的培養(yǎng)實(shí)踐基礎(chǔ)中，也應(yīng)竭力進(jìn)行本土的理論建構(gòu)，促進(jìn)中國(guó)博士生教育的創(chuàng)新與發(fā)展。注釋：數(shù)據(jù)來(lái)源：美國(guó)國(guó)家教育統(tǒng)計(jì)中心（national center for educational statistics）。數(shù)據(jù)來(lái)源：schuster j h. the american faculty：the restructuring of academic

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