摘要
后喻时代的到来,尽管在客观上促成了去导师权威化的倾向,但其影响并未在研究生培养模式层面引发足够的关注。导师发挥理论素养优势,研究生释放对新兴事物的经验优势,是后喻文化语境下人文社科类专业师生知识互动的重要形式。师生在主体间性提升的过程中共同修正旧知识、生产新知识,用新概念、新理论回应新问题的广度与深度,当成为评价研究生培养质量的重要指标。此间,研究生对导师的常规化与持续性的文化反哺是培养环节中提升师生主体间性的新路径,亦可成为人文社会科学研究生培养模式改革的新着力点。
The arrival of the post-figurative era has objectively contributed to the tendency of de-supervisors to become authoritative, but its influence has not attracted enough attention at the level of postgraduate training models.It is an important form of knowledge interaction between teachers and students majoring in humanities and social sciences in the context of post-figurative culture.In the process of improving intersubjectivity, teachers and students jointly revise old knowledge and produce new knowledge, and the breadth and depth of responding to new problems with new concepts and new theories should become an important indicator for evaluating the quality of postgraduate training.During this period, the regularization and continuous cultural feedback of postgraduates to their supervisors is a new way to enhance the intersubjectivity of teachers and students in the training process, and it can also become a new focus for the reform of the training model for graduate students in humanities and social sciences.
作者
黄海燕
张永婷
HUANG Hai-yan;ZHANG Yong-ting(School of Humanities,Jiangxi University of Finance and Economics,Nanchang 330000,China)
出处
《宜春学院学报》
2023年第1期118-121,共4页
Journal of Yichun University
基金
江西省学位与研究生教育教学改革研究项目“后喻文化与主体间性双视域下研究生培养模式的改革研究”(项目编号:JXYJG-2019-084)。
关键词
后喻
文化反哺
培养模式
主体间性
post-figurative
cultural feedback
training mode
intersubjectivity
作者简介
黄海燕(1980-),女,江西宜丰人,江西财经大学副教授,博士,研究方向为文化传播。
