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| 美国博士研究生拔尖创新人才培养的跨学科创新及其启示——基于斯坦福大学SHIPS项目的案例考察 |
| Interdisciplinary Innovations in Cultivating Top-notch Innovative Doctoral Students in the United States and Its Inspiration: Based on the Case Study of Stanford University’s SHIPS Project |
| 投稿时间：2025-01-24 |
| DOI：10.19834/j.cnki.yjsjy2011.2025.04.14 |
| 中文关键词: 跨学科;SHIPS项目;拔尖创新人才;斯坦福大学;博士研究生 |
| 英文关键词: interdiscipline;SHIPS program;top-notch innovative personnel;Stanford University;doctoral students |
| 基金项目:国家社会科学基金教育学项目"拔尖创新人才自主培养的政策精准支持研究"(CGA230336);中国博士后科学基金面上项目"研究型高校拔尖创新人才培养的跨学科协同机制研究"(2023M743005) |
| 作者 | 单位 | | 田贤鹏 | 浙江大学 教育学院, 杭州 310030
江南大学 教育学院, 江苏 无锡 214122 | | 史洁 | 江南大学 教育学院, 江苏 无锡 214122 |
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| 中文摘要: |
| 在全球化的人才竞争中,具有跨学科协作能力的博士研究生拔尖创新人才备受青睐,如何推动拔尖创新人才培养的跨学科创新已成为世界各国高校面临的迫切议题。以斯坦福大学SHIPS博士项目为例,深入考察博士研究生拔尖创新人才培养的跨学科机制及其深层影响机制。结果发现:美国博士研究生拔尖创新人才培养的跨学科机制呈现四方面特征:一是"跨学科+问题"双向驱动的跨学科理念引领;二是"母学科+跨学科"矩阵组合的跨学科知识整合;三是"厚基础+强思维"互补嵌入的跨学科课程供给;四是"内协同+外联动"资源聚集的跨学科系统支持。研究认为,博士研究生拔尖创新人才培养的跨学科机制构建应当始终贯穿"学科为基、问题导向"的跨学科复合育人理念;强化"横向扩展、纵向深入"的跨学科课程群建设;着力突破"院系为界、学段壁垒"的跨学科组织限制;全面建设"政校企社、协同共育"的跨学科系统生态。 |
| 英文摘要: |
| In the global competition for top talent, doctoral students who are outstanding, innovative and capable of interdisciplinary collaboration are highly sought after. How to promote interdisciplinary innovation in the cultivation of top-notch innovative professionals has become an urgent issue for higher-learning institutions around the world. Taking Stanford University’s SHIPS doctoral program as a case study project, this paper thoroughly examines and analyzes the characteristics of the interdisciplinary mechanism for cultivating innovative and talented doctoral students, and its deep-seated influence mechanism. The research outcomes reveal that the interdisciplinary approach to cultivating exceptional, innovative doctoral students in the United States exhibits four key characteristics: first, the guidance of the interdisciplinary concept, which is driven by both interdisciplinarity and problems; second, the integration of interdisciplinary knowledge based on the matrix combination of chief discipline and interdisciplines; third, the supply of interdisciplinary courses complementing and integrating with each other based on solid foundation and critical thinking; and fourth, the interdisciplinary system support with aggregated resources from internal collaboration and external linkage. The research concludes that the concept of "discipline-based and problem-oriented" interdisciplinary education should be consistently implemented when developing an interdisciplinary mechanism to cultivate top-notch, innovative, and talented doctoral students; the "horizontal expansion" and "vertical deepening" should be strengthened in the development of interdisciplinary course clusters; efforts should be made to overcome the interdisciplinary institutional constraints caused by "department boundaries" and "study stage barriers"; and a comprehensive interdisciplinary systematic ecology should be created for collaborative cultivation by government, schools, enterprises and society. |
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