摘要
【目的】随着专业学位成为中国学位与研究生教育改革发展的战略重点,如何回应新时代城乡生态文明建设的实践性需求是当下风景园林博士研究生教育面临的一个关键难题,亟须明确学术学位与专业学位的差异化要求。中国风景园林专业学位博士教育仍处于起步阶段,现有研究在地理区位上大多局限于个别国家和地区,在类型上侧重哲学博士,在广度上往往侧重培养过程中的某一方面。聚焦美国、英联邦国家和部分欧洲大陆国家大学英文授课的风景园林相关博士学位项目,对其培养过程中的各个环节进行比较分析,识别出这些博士学位项目对实践性问题的应对策略,为中国风景园林专业博士教育改革提供借鉴。【方法】统计出欧美地区共有29所拥有风景园林相关博士学位项目的大学,这些大学共计提供33个风景园林相关博士学位项目,包括29个哲学博士和4个设计博士。以各大学官方网站上所提供的博士学位项目信息为主要数据源,对29所大学的风景园林相关博士培养模式进行比较研究,从招生对象、培养过程、学习方式、研究领域、学位论文和财政支持6个角度揭示相关学位项目的异同,识别其回应实践需求的具体策略。【结果】29所大学的风景园林博士研究生教育具有3种培养模式,其中17所大学采用全日制哲学博士培养模式,8所大学采用全日制与非全日制并轨的哲学博士培养模式,4所大学采用分设哲学博士与设计博士的双轨制培养模式。这些培养模式主要从3个方面回应实践需求:一是在培养对象方面突出职业属性,强化资格审核;二是在培养内容方面坚持以学术为基,面向社会需求;三是在培养过程方面探索弹性教学,创新学习方式。【结论】风景园林专业博士培养固然需要摆脱对传统学术博士培养模式的路径依赖,但不能忽视博士学位的学术属性,有必要继续将经典理论和研究方法作为核心教学内容,在招生资格审核、学位论文选题和学习方式等方面重点强化职业属性和基于应用研究的科学探索,从而实现学术研究与行业实践的融合。
[Objective] In 2022, the State Council Academic Degree Committee and the Ministry of Education issued the Catalogue of Disciplines and Specialties in Postgraduate Education(2022), upgrading the graduate degree of landscape architecture from a professional master's degree to a professional doctoral degree. In 2023, the Opinions of the Ministry of Education on Further Promoting the Classification and Development of Graduate Education for Academic and Professional Degrees proposed that it is necessary to attach equal importance to the academic and professional degrees of graduate education, and to strengthen their differentiation. With professional degree becoming the strategic focus of the reform and development of China's degree and graduate education, how to respond to the practical needs of urban and rural ecological civilization construction in the new era has become a key challenge for doctoral education in landscape architecture at present, for which there is an urgent need to clarify the differentiated requirements between academic and professional degrees. China's doctoral education in landscape architecture is still in its infancy, and most of the existing researches are confined to individual countries and regions in terms of geographic location, focus on the doctor of philosophy(Ph.D.) in terms of type, or tend to focus on a single aspect in terms of breadth. Focusing on English-taught doctoral programs related to landscape architecture at universities in the United States, Commonwealth countries, and some continental European countries, this research comparatively analyzes various aspects of the training process of such programs and identifies their strategies for responding to practical issues, so as to provide a reference for the reform of professional doctoral education in landscape architecture in China.[Methods] In this research, “doctor” and “landscape architecture” are used as the combined keywords to search online information about doctoral degree programs related to landscape architecture through the Google search engine,supplemented by related programs mentioned in the literature searched in the WoS(Web of Science) core collection, based on which the doctoral degree programs initially searched are screened according to four criteria. The research figures out 29 universities with doctoral degree programs related to landscape architecture, which offer a total of 33 doctoral degree programs related to landscape architecture, including 29 Ph.D. programs and 4 Doctor of Design(DDes) ones. Using the information about doctoral degree program searched from the official websites of the universities as the main data source, this research comparatively analyzes the doctoral training modes related to landscape architecture of the 29 European and American universities to reveal the similarities and differences between the related degree programs from the6 perspectives of enrollment, training process, learning mode, research field,dissertation, and financial support, and to identify the specific strategies they have adopted to respond to practical needs.[Results] The doctoral graduate education in landscape architecture at 29 European and American universities has three training modes overall, namely full-time Ph.D. training(17 universities), parallel full-time and part-time Ph.D.training(8 universities), and dual-track separate Ph.D. and DDes training(4 universities). The mode of full-time Ph.D. training tends to favor purely academic research on the whole, but it also adopts three strategies to take into account practical needs, including limiting the requirements for admission,integrating the field of research with contemporary economic and social needs,and permitting diversified forms of dissertations. The parallel full-time and parttime Ph.D. training provides both full-time and part-time training modes in the traditional Ph.D. degree training system, and adopt Internet-based distance learning and diversified dissertation forms. As to the dual-track separate training mode, both Ph.D. and DDes training take course learning, qualifying examination, opening report, and dissertation as mandatory parts, but they also have obvious differences in enrollment target, learning mode, training process,dissertation, and financial support. Generally speaking, these training modes respond to the practical needs mainly from three aspects: first, highlight the professional attributes in terms of training targets, and do well in qualification review;second, adhere to the academic basis and cater to social needs in terms of training contents;and third, explore the flexibility of teaching and innovating learning modes in terms of training process.[Conclusion] While doctoral education in landscape architecture certainly needs to get rid of the path dependence on traditional academic doctoral training modes, the academic attributes of the doctoral degree cannot be ignored. It is necessary to continue to take classical theories and research methods as the core teaching contents, and at the same time to strengthen the professional attributes and the scientific exploration based on applied research in terms of admission qualification review, dissertation topic and learning mode, so as to integrate academic research and professional practice. This research fails to deeply explore the development history and social context of doctoral programs related to landscape architecture at the 29 European and American universities,neither does it cover non-English-taught doctoral programs related to landscape architecture in other countries and regions, leaving room for future research to deepen and expand.
作者
郑曦
李正
ZHENG Xi;LI Zheng(the School of Landscape Architecture,Beijing Forestry University)
出处
《风景园林》
北大核心
2024年第3期36-42,共7页
Landscape Architecture
基金
北京林业大学教改项目“风景园林专业学位博士培养体系建设”(编号JXGG23070)。
