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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2026年04期

页码:

175-183

栏目:

教育改革与发展

出版日期:

2026-08-20

文章信息/Info

Title:

Practical Dilemmas, Deep-Seated Barriers, and Paradigm Reconstruction in Postgraduate Curriculum Articulation

作者:

李枭鹰¹ 王名扬¹ 郭新伟²

1.北京外国语大学 教育学院；2. 大连理工大学 高等教育研究院

Author(s):

LI Xiao-ying¹ WANG Ming-yang¹ GUO Xin-wei²

1. School of Education, Beijing Foreign Studies University; 2. Institute of Higher Education, Dalian University of Technology

关键词:

研究生教育; 课程衔接; 现实困境; 深层障碍; 范式重构

Keywords:

postgraduate student education;  curriculum articulation;  practical dilemmas;  deep-seated barriers;  paradigm reconstruction

分类号:

G643

DOI:

10.14138/j.1001-4519.2026.04.017509

文献标志码:

A

摘要:

课程衔接既是课程体系建设的根基，也是推动课程教学高质量发展的支柱，更是优化课程秩序的抓手。当前，我国研究生课程衔接的现实困境集中体现为纵向时序性衔接不连贯、横向融合性衔接不到位、深度认知性衔接不充分以及主体适应性衔接乏力，具体表现为课程结构去中心化、课程功能边缘化、课程资源孤岛化、课程时序错位化、课程评价内卷化，导致整个课程体系与研究生的发展需求难以形成正向适配。而这背后，又隐藏着研究生课程衔接面临的四大深层障碍：学科知识逻辑与科研问题逻辑协同难，刚性课程体系与弹性研究路径匹配难，导师深度指导与课程广度教学整合难，评估存量导向与增量导向平衡难。应立足研究生课程的特殊使命，围绕课程体系与个性化研究的正向适配，开展一场以学术创新为核心的范式重构，实现体系性支撑与个性化发展的辩证统一。

Abstract:

Curriculum articulation is not only the foundation for constructing a curriculum system, and the pillar for promoting the high-quality development of teaching, but also a key mechanism for optimizing curriculum order. Currently, the practical dilemmas of postgraduate curriculum articulation in China are primarily re?ected in incoherent vertical sequential articulation, inadequate horizontal integrative articulation,insuf?cient in-depth cognitive articulation, and weak subject-level adaptive articulation. These are speci?cally manifested as decentralized curriculum structures, marginalized curriculum functions, isolated curriculum resources, misaligned curriculum sequencing, and involution in curriculum evaluation. Consequently, it is dif?cult for the overall curriculum system to positively align with the developmental needs of postgraduates.Underlying these dilemmas are four deep-seated barriers to postgraduate curriculum articulation: dif?culties in coordinating the logic of disciplinary knowledge with that of research problems, matching rigid curriculum systems with flexible research pathways, integrating in-depth supervisor guidance with broad curriculum teaching, and balancing baseline-oriented and growth-oriented evaluation. We must base ourselves on the special mission of postgraduate courses, focus on the positive alignment between the curriculum system and individualized research and carry out a paradigm reconstruction with academic innovation at its core, so as to realize the dialectical unity of systematic support and individualized development.

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更新日期/Last Update: 2026-08-20