摘要
美国教育博士培养经过80多年的发展,不断修正、完善自身的培养方案,形成了符合本国国情的培养系统。但是,由于教育博士质量标准参差不齐,以及在学位属性和培养方式等方面表现趋同化,引起国内关于教育博士学位的争论不断。面对挑战与危机,美国一些大学教育博士项目不断改进,突破了传统哲学博士的模式,提高了教育博士的价值和意义。其实践、问题与挑战对我国教育博士的培养具有借鉴意义。
It was constantly modified and improved on own training programs that the Ed. D. of the United States has formed training mode in accordance with their national condition after 80 years＇ development. However, due to uneven quality standards for Ed. D. as well as convergence of degree property and ways of training, it causes widely controversial about Ed. D. in America. Facing the challenges and the crisis, some universities unceasingly have improved the projects of Ed. D. to enhance Ed. D. ＇ s value and the significance by breaking through traditional pattern of Ph. D. The practices, problems and challenges of Ed. D. in United States will be used for reference to Chinese future doctorate education.
出处
《高等教育研究》
CSSCI
北大核心
2009年第3期100-104,共5页
Journal of Higher Education
基金
中国博士后科学基金资助项目(20080441063)
关键词
教育博士
实践
专业学位
Ed. D.
practice
degree of professional
