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林焕翔1，李欢2.博士生同伴学习的理论基础、影响因素与保障策略[J].上海教育评估研究,2023,12(6):7-12

博士生同伴学习的理论基础、影响因素与保障策略

Theoretical Basis, Influencing Factors and Assurance Strategies of Doctoral Students’ Peer Learning

DOI：

英文关键词:Doctoral education Peer learning Academic community

基金项目:

作者	单位
林焕翔1，李欢2	1.上海交通大学教育学院，上海 200240；2.香港大学教育学院，香港 999077

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中文摘要:

近年来在国外博士生教育领域兴起的同伴学习被证明有其独特价值。通过对博士生同伴学习的国际研究的系统考察发现：实践共同体理论、文化—历史活动理论和发展性网络理论是探究博士生同伴学习的三大理论视角；博士生个体的先赋性与自致性因素、学习小组的特征以及外部环境的作用是影响同伴学习效果的主要因素；培养博士生自我专业发展者意识、创设多元的学习平台、将同伴学习模式贯穿于就学历程则是保障学习效果的有效策略。结合我国博士生教育的现状，提出新的研究方向，以期为博士生教育改革提供新的理论视角与实践借鉴。

英文摘要:

Peer learning, a trending topic in the field of doctoral education， has been evidenced to be valuable by relevant researches. Through the research of the international peer learning practice, this article clarifies the community of practice theory, cultural-historical activity theory and developmental network theory are three main theoretical perspectives. The antecedent and spontaneous factors of doctoral students, the characteristics of learning groups and the role of external environment are vital factors affecting peer learning. The effective strategies to support the learning are to cultivate doctoral students’ awareness of self-professional development, create multiple learning platforms, and integrate peer learning model into the study journey. Finally, new research directions are proposed based on the status quo of Chinese doctoral education， which is intended to provide new theoretical perspectives and practical implications for reforms in doctoral education.

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