本文選題：醫(yī)學研究生 + 博士質(zhì)量��； 參考：《中國醫(yī)科大學》2010年碩士論文

【摘要】： 博士教育是當代國際上公認的正規(guī)高等教育的最高層次。博士生教育的質(zhì)量和數(shù)量是衡量一個國家高等教育發(fā)達程度和文化科學發(fā)展水平及其潛力與前景的一個重要標志。自1978年我國恢復研究生教育制度以來,博士研究生教育一直受到社會各界的關(guān)注和重視。然而,近年來博士生規(guī)模的擴大、博士生構(gòu)成的多樣化、畢業(yè)博士就業(yè)去向的變化以及知識生產(chǎn)模式的變化和大學管理模式的變化等,這一系列因素把博士教育和博士質(zhì)量推到了前臺。通過文獻查閱發(fā)現(xiàn),現(xiàn)階段社會各界對于博士質(zhì)量現(xiàn)狀評價褒貶不一,有的學者認為在我國博士研究生數(shù)量快速增長的同時,博士質(zhì)量呈下降趨勢；還有的學者認為現(xiàn)階段博士質(zhì)量狀況跟過去相比幾乎處于持平狀態(tài)。面對這種現(xiàn)狀我們發(fā)現(xiàn),關(guān)于博士質(zhì)量現(xiàn)狀評價和博士培養(yǎng)制度改革的文獻研究進行的相對較多,而關(guān)于博士質(zhì)量評價標準的分析研究進行的卻很少,且現(xiàn)在我國沒有一個明確的博士質(zhì)量評價標準。本研究就是在這樣認識的基礎之上,旨在通過對醫(yī)學博士質(zhì)量評價的核心指標進行分析研究,為客觀地對醫(yī)學博士質(zhì)量現(xiàn)狀進行評價提供參考。 本研究對博士質(zhì)量的相關(guān)文獻進行研究發(fā)現(xiàn),目前國內(nèi)直接針對博士質(zhì)量內(nèi)涵的研究相對較少,大多是結(jié)合關(guān)于博士教育質(zhì)量的相關(guān)討論中進行。通過分析匯總現(xiàn)階段對博士教育質(zhì)量的相關(guān)研究,我們認為應該把博士教育質(zhì)量分為三個層次,即博士教育的宏觀質(zhì)量、中觀質(zhì)量和微觀質(zhì)量,其中博士教育的微觀質(zhì)量即通常意義上的博士研究生質(zhì)量,也是本研究的主要研究對象。 本研究調(diào)查檢索到8個關(guān)于博士質(zhì)量評價的指標體系和研究生綜合素質(zhì)評價的指標體系進行對比分析,對現(xiàn)階段我國博士研究生質(zhì)量評價的現(xiàn)狀進行了匯總,結(jié)果表明：現(xiàn)階段半數(shù)以上的質(zhì)量評價體系中把“基礎及專業(yè)知識水平”、“外語水平”、“創(chuàng)新素質(zhì)”、“思想品德及身心素質(zhì)”、“科研結(jié)果”“組織協(xié)調(diào)能力”、“獨立研究能力”七個方面作為評價研究生質(zhì)量及素質(zhì)的方面,只有少部分指標體系中把“邏輯思維能力”和“分析解決問題的能力”單獨作為評價研究生質(zhì)量的方面加入質(zhì)量評價指標體系中。 本研究進一步對我國醫(yī)學博士質(zhì)量評價的核心指標的確立進行了分析研究,從不同層面不同角度,結(jié)合學科特點和社會各方面對我國現(xiàn)階段醫(yī)學博士研究生教育的發(fā)展需要,最后將醫(yī)學博士質(zhì)量的核心指標歸納為六個方面,包括思考能力、學習能力、協(xié)調(diào)能力和執(zhí)行能力四個方面以及對整體質(zhì)量體現(xiàn)最強的創(chuàng)新能力和臨床學科獨有的專業(yè)技能。 本研究最后提出了在理想核心指標下的醫(yī)學院校內(nèi)部質(zhì)量控制措施建議以及實施過程中的難點。 依據(jù)前述分析結(jié)果,本研究認為：博士質(zhì)量評價是一個受經(jīng)濟社會發(fā)展水平、博士教育發(fā)展水平、評價主體觀念認識、評價方法是否客觀有效等因素影響的紛繁復雜的過程。要對我國醫(yī)學博士質(zhì)量現(xiàn)狀進行評價,首先應該明確現(xiàn)階段我國醫(yī)學博士質(zhì)量的評價標準。通過分析討論,我們認為醫(yī)學博士質(zhì)量的核心評價指標首先應該包括現(xiàn)階段我國最需要的也是最能體現(xiàn)博士質(zhì)量的創(chuàng)新能力,其次應該包括“想、學、問、做”四個方面的科研能力,即思考能力、學習能力、協(xié)調(diào)能力和執(zhí)行能力,以及臨床學科博士研究生所特有的專業(yè)技能。
[Abstract]:Doctoral education is the highest level of formal higher education recognized internationally. The quality and quantity of doctoral education is an important symbol to measure the development level of higher education and the development level of cultural science and its potential and prospects in a country. Since the resumption of graduate education system in China in 1978, doctoral graduate education has always been However, in recent years, the scale of doctoral students, the diversity of doctoral students, the change in the direction of the graduates' employment, the changes in the mode of knowledge production and the changes in the mode of management of the University, this series of factors have pushed the doctoral education and the quality of the bloggers to the front desk. At the same time, some scholars believe that the quality of doctoral students is declining while the number of doctoral students in our country is increasing rapidly; and some scholars believe that the quality of doctors at the present stage is almost in the same state as that in the past. There are a lot of literature research on the status evaluation and the reform of the doctor training system, while the analysis and Research on the standard of doctor quality evaluation are very few, and there is no clear standard of doctor quality evaluation in our country. This study is based on this understanding and aims at the core of the quality evaluation of medical doctorate. Indicators are analyzed to provide reference for objectively evaluating the quality of doctorate.
The research on the doctoral quality in this study finds that there are relatively few studies on the quality of doctor's quality directly in China, most of which are combined with the related discussion on the quality of doctoral education. By analyzing and summarizing the relevant research on the quality of doctoral education at the present stage, we think that the quality of PhD education should be divided into three. At the same level, the macro quality, medium quality and micro quality of doctoral education, and the microcosmic quality of doctoral education, that is, the quality of doctoral graduate students in the general sense, is also the main object of this study.
In this study, 8 indexes system on the quality evaluation of doctorate and the index system of comprehensive quality evaluation of postgraduates are compared and analyzed. The present situation of the quality evaluation of doctoral graduates in China is summarized. The results show that more than half of the quality evaluation system at the present stage is "basic and professional knowledge level". "Foreign language level", "innovative quality", "moral character and physical and mental quality", "scientific research results", "organization and coordination ability", "independent research ability" as the evaluation of the quality and quality of the graduate students, only a few indicators of the "logical thinking ability" and "analysis of the ability to solve the problem" alone make the seven. In order to evaluate the quality of graduate students, the quality evaluation index system is added.
This study further analyzes the establishment of the core indicators for the quality evaluation of medical doctorate in China. From different angles and different angles, it combines the characteristics of the subject and the social aspects to the development needs of the doctor's postgraduate education at the present stage of our country. Finally, the core indexes of the quality of medical doctorate are summed up into six aspects, including thinking. Ability, learning ability, coordination ability and execution ability are four aspects, as well as the innovative ability of the overall quality and the unique professional skills of clinical disciplines.
At the end of this study, we put forward suggestions on internal quality control measures and difficulties in the implementation process.
According to the results of the previous analysis, this study believes that the quality evaluation of doctor is a complicated and complex process affected by the level of economic and social development, the development level of doctoral education, the understanding of the concept of the main body, and the objective and effective evaluation of the methods. According to the analysis and discussion, we think that the core evaluation index of the doctor's quality should include the innovative ability of the doctor at the present stage which is the most needed and the most capable of reflecting the doctor's quality. Secondly, it should include the four aspects of scientific research ability: thinking, learning, asking, and doing, that is, thinking ability, learning ability, and coordination. Competence and executive ability, as well as professional skills of PhD students in clinical disciplines.

【學位授予單位】：中國醫(yī)科大學
【學位級別】：碩士
【學位授予年份】：2010
【分類號】：G643.0

【參考文獻】

相關(guān)期刊論文 前10條

1 王慧娟;吳月紅;;高校研究生業(yè)務素質(zhì)綜合評價體系及其數(shù)學模型[J];安徽工程科技學院學報(自然科學版);2006年01期

2 芭芭拉·M·科姆;朱知翔;;博士生教育去向何方?——全球變化背景下歐洲的新舉措[J];北京大學教育評論;2007年04期

3 沈文欽;;博士培養(yǎng)質(zhì)量評價:概念、方法與視角[J];北京大學教育評論;2009年02期

4 趙世奎;;博士培養(yǎng)質(zhì)量評價的差異性分析[J];北京大學教育評論;2009年02期

5 沈華;;博士培養(yǎng)質(zhì)量的模糊綜合評價[J];北京大學教育評論;2009年02期

6 曾志偉;張桂華;;國外研究生培養(yǎng)模式的比較分析及借鑒[J];太原師范學院學報(社會科學版);2006年01期

7 袁本濤;趙偉;王孫禺;;我國研究生教育質(zhì)量現(xiàn)狀的調(diào)查與研究[J];高等工程教育研究;2007年04期

8 王蔚虹;;我國研究型大學師生對博士質(zhì)量現(xiàn)狀的評價——基于五所高校的調(diào)查[J];高教探索;2009年01期

9 孫沉魯;美國研究生教育及其對我國的啟示[J];廣西大學學報(哲學社會科學版);2000年02期

10 孟祥璽;韓興順;冷美萍;;基于改進AHP的研究生綜合評價體系研究[J];信息技術(shù);2009年09期

相關(guān)碩士學位論文 前1條

1 郭煜;軍隊臨床醫(yī)學專業(yè)學位博士研究生綜合素質(zhì)評價研究[D];國防科學技術(shù)大學;2006年

，

本文編號：1836931