教育科学 ›› 2023, Vol. 39 ›› Issue (2): 71-77.

• 比较教育研究 • 上一篇    下一篇

东京大学教育学博士培养模式及启示*

庞娜   

  1. 大连理工大学 外国语学院,辽宁 大连116000
  • 出版日期:2023-03-20 发布日期:2023-04-28
  • 作者简介:庞娜(1989- ),女,辽宁大连人,大连理工大学外国语学院讲师,博士,主要从事日本文化、比较教育研究。
  • 基金资助:
    辽宁省教育科学“十三五”规划2020年度一般项目“日本借鉴视角下在辽高校‘双一流’建设研究”(JG20DB093)

The Training Mode and Enlightenment of Doctor of Education in University of Tokyo

Pang Na   

  1. School of Foreign Languages, Dalian University of Technology, Dalian Liaoning 116000, China
  • Online:2023-03-20 Published:2023-04-28

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摘要：

在博士培养方面,“教育立国”的日本积累了丰富经验。日本的东京大学教育学博士培养模式是以培养方案为基础,以项目实施为推动,形成了以分类培养为理念、以科研能力为重心、以学科融合为路径、以成果输出为取向的教育学博士培养特色。鉴于此,针对我国“2035年建成教育强国”的远景目标,我国目前的教育学科博士培养应在四个方面推进:一是明确培养目标、完善分类培养体系;二是增加研讨课程、强化科研能力培养;三是加强跨学院合作、推动学科交叉融合;四是借力多元机构、推进成果转化输出。

关键词: 日本, 东京大学, 教育学博士, 培养模式

Abstract:

In terms of doctoral training, Japan, where education is the regarded as a foundation of the country, has accumulated rich experience. Japan’s University of Tokyo doctor of education training model is based on the training program and is driven by project implementation. It has formed the characteristics of doctor of education training, which takes the concept of classified training, focuses on scientific research ability, takes the integration of disciplines as the path, and takes the output as the orientation. Given China’s long-term goal of “building a powerful education country by 2035”, China’s current doctoral training in education should be promoted in four aspects. The first is to clarify the training objectives and improve the classified training system. The second is to increase seminar courses and strengthen the cultivation of scientific research capabilities. The third is to strengthen cross-school cooperation and promote interdisciplinary integration. The fourth is to leverage multiple institutions to promote the transformation and output of achievements.

Key words: Japan, The University of Tokyo, doctor of education, training mode

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