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| “双创”背景下导师指导风格对研究生创造力的影响——基于“中国硕士研究生学习与发展调查”的实证研究 |
| On the Influence of Supervisors’ Guidance Style on Postgraduates’ Creativity in the Context of the National Promotion of Entrepreneurship and Innovation:An Empirical Study based on the National Survey on the Learning and Development of Postgraduates in China |
| 投稿时间：2024-09-11 |
| DOI：10.19834/j.cnki.yjsjy2011.2025.04.06 |
| 中文关键词: 导师指导风格;研究生创造力;批判性思维;师生关系;异质性 |
| 英文关键词: supervisors guidance style;postgraduates’ creativity;critical thinking;teacher-student relations between teachers and students;heterogeneity |
| 基金项目:辽宁省普通高等教育教学改革研究项目"基于OBE教学理念深化创新创业教育改革——数据驱动双创教育高质量发展";华中科技大学文科"双一流"建设平台"学位与研究生教育研究所"研究成果(5001421772) |
| 作者 | 单位 | | 宋子玉 | 大连民族大学 党委学生工作部, 辽宁 大连 116600
华中科技大学 教育科学研究院, 武汉 430074 | | 彭湃 | 华中科技大学 教育科学研究院, 武汉 430074 | | 王学义 | 大连民族大学 创新创业教育学院, 辽宁 大连 116600 |
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| 中文摘要: |
| “教育、科技、人才”是建设创新型国家的战略性支持。研究生教育肩负着高层次人才培养和创新创造的重要使命,"双创"背景下,全面提升研究生的创造力即知识创新和实践创新能力,是研究生教育改革的重点工作之一。本文基于"中国硕士研究生学习与发展"的调查数据,实证分析导师的指导风格对研究生创造力的影响。研究发现,不同指导风格均激励研究生的知识创新。对于以创业经历为代表的实践创新,控制型指导风格起到积极作用,支持型指导风格起到消极作用。进一步研究发现,批判性思维和师生关系能正向调节导师的支持型指导风格对研究生创造力的影响。指导风格对研究生创造力的影响存在学位异质性。本文为"双创"背景下研究生导师提升学生创造力的培养目标提供现实依据和启示。 |
| 英文摘要: |
| "Education, technology, and talent" serve as strategic pillars for making China an innovation country. Postgraduate education shoulders the important mission of cultivating high-level talent, and promoting innovation and creation. In the context of "mass entrepreneurship and innovation",one of the key tasks in reforming postgraduate education is comprehensively enhancing the creativity of postgraduates-specifically, their ability to innovate knowledge and apply the knowledge innovatively in practice. Using data from the National Survey on the Learning and Development of Postgraduates in China, this paper empirically analyzes how supervisors’ guidance styles influence postgraduates’ creativity. The study finds that different guidance styles all stimulate postgraduates’ knowledge innovation. For innovation in practice represented by entrepreneurial experience, the controlling guidance style plays a positive role, while the supportive guidance style has a negative impact. Further study reveals that critical thinking and the relationship between teachers and students can positively adjust the influence of a supervisor’s supportive guidance style on the creativity of postgraduates. The influence resulted from different guidance styles on postgraduates’ creativity exhibits academic degree heterogeneity. The authors believe that this paper provides postgraduate supervisors with realistic evidence and insightsfor them to enhance postgraduate creativity in the context of "mass entrepreneurship and innovation". |
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