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北京(jing)師范(fan)大學(xue)教授 鐘秉林

　　研究(jiu)生(sheng)教(jiao)(jiao)(jiao)育作(zuo)為最高層次的學(xue)(xue)歷教(jiao)(jiao)(jiao)育，是一個國(guo)家經(jing)濟社會發(fa)展(zhan)水(shui)平和發(fa)展(zhan)潛(qian)力(li)的重要指(zhi)標(biao)，對(dui)加快建設教(jiao)(jiao)(jiao)育強(qiang)國(guo)、科(ke)技強(qiang)國(guo)、人(ren)才強(qiang)國(guo)能夠提供有力(li)的人(ren)力(li)資(zi)源支(zhi)撐。去(qu)年頒布的《研究(jiu)生(sheng)教(jiao)(jiao)(jiao)育學(xue)(xue)科(ke)專(zhuan)業目(mu)錄》，首(shou)次將(jiang)學(xue)(xue)術學(xue)(xue)位(wei)(wei)與專(zhuan)業學(xue)(xue)位(wei)(wei)人(ren)才培養目(mu)錄“并表”呈現，納入到統一的學(xue)(xue)科(ke)專(zhuan)業目(mu)錄中。最近，教(jiao)(jiao)(jiao)育部又(you)出臺(tai)了《關于深(shen)入推進學(xue)(xue)術學(xue)(xue)位(wei)(wei)與專(zhuan)業學(xue)(xue)位(wei)(wei)研究(jiu)生(sheng)教(jiao)(jiao)(jiao)育分類發(fa)展(zhan)的意(yi)(yi)見(jian)》(以下簡稱(cheng)《意(yi)(yi)見(jian)》)，對(dui)研究(jiu)生(sheng)教(jiao)(jiao)(jiao)育高質量發(fa)展(zhan)意(yi)(yi)義深(shen)遠。

　　第一，同等地(di)位(wei)(wei)(wei)、同等重(zhong)要(yao)。《意見》指(zhi)出(chu)，“學(xue)術(shu)學(xue)位(wei)(wei)(wei)與(yu)專(zhuan)業(ye)(ye)學(xue)位(wei)(wei)(wei)研(yan)(yan)(yan)(yan)究(jiu)(jiu)(jiu)生(sheng)(sheng)教(jiao)(jiao)(jiao)(jiao)育兩種類型同等地(di)位(wei)(wei)(wei)、同等重(zhong)要(yao)”。我(wo)國于(yu)1981年1月1日正(zheng)(zheng)式(shi)實施(shi)《中華(hua)人(ren)民共(gong)和國學(xue)位(wei)(wei)(wei)條例(li)》，它標志著(zhu)中國研(yan)(yan)(yan)(yan)究(jiu)(jiu)(jiu)生(sheng)(sheng)教(jiao)(jiao)(jiao)(jiao)育發展(zhan)(zhan)走上了(le)(le)法(fa)治化(hua)、規范化(hua)道路，這也(ye)是改革開(kai)放(fang)后(hou)我(wo)國教(jiao)(jiao)(jiao)(jiao)育領域頒(ban)布的(de)(de)(de)第一部法(fa)律，而(er)當時開(kai)展(zhan)(zhan)的(de)(de)(de)研(yan)(yan)(yan)(yan)究(jiu)(jiu)(jiu)生(sheng)(sheng)教(jiao)(jiao)(jiao)(jiao)育還屬于(yu)學(xue)術(shu)學(xue)位(wei)(wei)(wei)研(yan)(yan)(yan)(yan)究(jiu)(jiu)(jiu)生(sheng)(sheng)教(jiao)(jiao)(jiao)(jiao)育。隨(sui)著(zhu)社會(hui)發展(zhan)(zhan)對(dui)人(ren)才(cai)發展(zhan)(zhan)需(xu)求的(de)(de)(de)多樣化(hua)，單一的(de)(de)(de)學(xue)術(shu)學(xue)位(wei)(wei)(wei)研(yan)(yan)(yan)(yan)究(jiu)(jiu)(jiu)生(sheng)(sheng)教(jiao)(jiao)(jiao)(jiao)育人(ren)才(cai)培養已不能滿足社會(hui)發展(zhan)(zhan)需(xu)要(yao)。1990年10月，國務院學(xue)位(wei)(wei)(wei)委員(yuan)會(hui)第九(jiu)次(ci)會(hui)議審議通過了(le)(le)《關于(yu)設置專(zhuan)業(ye)(ye)學(xue)位(wei)(wei)(wei)調研(yan)(yan)(yan)(yan)工(gong)(gong)(gong)(gong)作(zuo)(zuo)的(de)(de)(de)情況匯報》和《關于(yu)設置和試辦工(gong)(gong)(gong)(gong)商管理碩士(shi)(shi)學(xue)位(wei)(wei)(wei)的(de)(de)(de)幾點意見》。1991年3月，原國家教(jiao)(jiao)(jiao)(jiao)委研(yan)(yan)(yan)(yan)究(jiu)(jiu)(jiu)生(sheng)(sheng)工(gong)(gong)(gong)(gong)作(zuo)(zuo)辦公室下發了(le)(le)《關于(yu)進行工(gong)(gong)(gong)(gong)商管理碩士(shi)(shi)學(xue)位(wei)(wei)(wei)試點工(gong)(gong)(gong)(gong)作(zuo)(zuo)和進一步開(kai)展(zhan)(zhan)研(yan)(yan)(yan)(yan)討工(gong)(gong)(gong)(gong)作(zuo)(zuo)的(de)(de)(de)通知》，批準(zhun)清(qing)華(hua)大學(xue)等9所(suo)高校(xiao)開(kai)展(zhan)(zhan)專(zhuan)業(ye)(ye)學(xue)位(wei)(wei)(wei)試點工(gong)(gong)(gong)(gong)作(zuo)(zuo)，這標志著(zhu)在(zai)學(xue)術(shu)學(xue)位(wei)(wei)(wei)研(yan)(yan)(yan)(yan)究(jiu)(jiu)(jiu)生(sheng)(sheng)教(jiao)(jiao)(jiao)(jiao)育開(kai)展(zhan)(zhan)十(shi)年后(hou)，我(wo)國正(zheng)(zheng)式(shi)開(kai)啟了(le)(le)專(zhuan)業(ye)(ye)學(xue)位(wei)(wei)(wei)研(yan)(yan)(yan)(yan)究(jiu)(jiu)(jiu)生(sheng)(sheng)人(ren)才(cai)培養。

　　由(you)于專業學(xue)(xue)(xue)位開展晚于學(xue)(xue)(xue)術(shu)學(xue)(xue)(xue)位人(ren)才(cai)(cai)培養工作(zuo)十年，社會(hui)上出現了認(ren)為(wei)專業學(xue)(xue)(xue)位研(yan)(yan)究生(sheng)(sheng)教育(yu)低于學(xue)(xue)(xue)術(shu)學(xue)(xue)(xue)位研(yan)(yan)究生(sheng)(sheng)教育(yu)的(de)錯誤(wu)看法，還有些人(ren)認(ren)為(wei)專業學(xue)(xue)(xue)位的(de)含金(jin)量低于學(xue)(xue)(xue)術(shu)學(xue)(xue)(xue)位。這份(fen)文件再次強調(diao)(diao)了學(xue)(xue)(xue)術(shu)學(xue)(xue)(xue)位與專業學(xue)(xue)(xue)位研(yan)(yan)究生(sheng)(sheng)教育(yu)“兩(liang)種(zhong)類型(xing)同(tong)(tong)等(deng)地(di)位、同(tong)(tong)等(deng)重要(yao)”，強調(diao)(diao)了它們(men)(men)的(de)不同(tong)(tong)僅(jin)是(shi)在人(ren)才(cai)(cai)培養類型(xing)上的(de)不同(tong)(tong)，而本(ben)質上它們(men)(men)在研(yan)(yan)究生(sheng)(sheng)教育(yu)體系中具(ju)有同(tong)(tong)等(deng)地(di)位、同(tong)(tong)等(deng)重要(yao)。

　　第二，分類發展(zhan)。從研(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)招(zhao)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)數(shu)(shu)、在校研(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)數(shu)(shu)和研(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)學(xue)位(wei)授予數(shu)(shu)等指標來看，我國(guo)已成為名副其實的(de)研(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)教育(yu)大(da)國(guo)。2022年招(zhao)收(shou)(shou)(shou)研(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)124.25萬(wan)人(ren)(ren)，其中博(bo)(bo)士生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)13.90萬(wan)人(ren)(ren)，碩士生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)110.35萬(wan)人(ren)(ren);專業(ye)學(xue)位(wei)碩士研(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)招(zhao)收(shou)(shou)(shou)人(ren)(ren)數(shu)(shu)近70萬(wan)人(ren)(ren)，占(zhan)碩士研(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)招(zhao)收(shou)(shou)(shou)人(ren)(ren)數(shu)(shu)的(de)63%;專業(ye)學(xue)位(wei)博(bo)(bo)士生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)招(zhao)收(shou)(shou)(shou)2.5萬(wan)，占(zhan)博(bo)(bo)士研(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)招(zhao)收(shou)(shou)(shou)人(ren)(ren)數(shu)(shu)的(de)18%，專業(ye)學(xue)位(wei)碩士研(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)和博(bo)(bo)士研(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)招(zhao)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)人(ren)(ren)數(shu)(shu)和占(zhan)比(bi)均創(chuang)歷史新高，而且博(bo)(bo)士生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)招(zhao)收(shou)(shou)(shou)人(ren)(ren)數(shu)(shu)增速超過了碩士生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)招(zhao)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)人(ren)(ren)數(shu)(shu)。隨著我國(guo)持續(xu)實施積極的(de)研(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)教育(yu)發展(zhan)政策，研(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)招(zhao)收(shou)(shou)(shou)人(ren)(ren)數(shu)(shu)、在校生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)人(ren)(ren)數(shu)(shu)和學(xue)位(wei)授予人(ren)(ren)數(shu)(shu)將(jiang)持續(xu)增加，研(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)教育(yu)分類發展(zhan)就(jiu)尤為重要。

　　學(xue)(xue)(xue)(xue)(xue)(xue)術(shu)學(xue)(xue)(xue)(xue)(xue)(xue)位(wei)(wei)(wei)與(yu)專(zhuan)(zhuan)(zhuan)業(ye)學(xue)(xue)(xue)(xue)(xue)(xue)位(wei)(wei)(wei)的(de)分(fen)類(lei)發(fa)展涉及它們各自的(de)分(fen)類(lei)規(gui)劃、分(fen)類(lei)選拔招(zhao)生(sheng)、分(fen)類(lei)培(pei)養(yang)(yang)(yang)(yang)、分(fen)類(lei)建設等(deng)重(zhong)要(yao)(yao)問(wen)題。其中(zhong)，分(fen)類(lei)培(pei)養(yang)(yang)(yang)(yang)尤為突(tu)出。當前，各培(pei)養(yang)(yang)(yang)(yang)單位(wei)(wei)(wei)對學(xue)(xue)(xue)(xue)(xue)(xue)術(shu)學(xue)(xue)(xue)(xue)(xue)(xue)位(wei)(wei)(wei)與(yu)專(zhuan)(zhuan)(zhuan)業(ye)學(xue)(xue)(xue)(xue)(xue)(xue)位(wei)(wei)(wei)雖制(zhi)定了(le)不(bu)同(tong)的(de)培(pei)養(yang)(yang)(yang)(yang)方(fang)案，對師(shi)資(zi)條件提出了(le)不(bu)同(tong)要(yao)(yao)求，但從有(you)關我國學(xue)(xue)(xue)(xue)(xue)(xue)術(shu)學(xue)(xue)(xue)(xue)(xue)(xue)位(wei)(wei)(wei)與(yu)專(zhuan)(zhuan)(zhuan)業(ye)學(xue)(xue)(xue)(xue)(xue)(xue)位(wei)(wei)(wei)研究(jiu)生(sheng)人才培(pei)養(yang)(yang)(yang)(yang)異同(tong)方(fang)面(mian)的(de)文(wen)獻研究(jiu)結果(guo)來(lai)看(kan)，大(da)(da)多數文(wen)獻反映出來(lai)的(de)是學(xue)(xue)(xue)(xue)(xue)(xue)術(shu)學(xue)(xue)(xue)(xue)(xue)(xue)位(wei)(wei)(wei)與(yu)專(zhuan)(zhuan)(zhuan)業(ye)學(xue)(xue)(xue)(xue)(xue)(xue)位(wei)(wei)(wei)人才培(pei)養(yang)(yang)(yang)(yang)在(zai)實(shi)踐中(zhong)區(qu)別(bie)不(bu)大(da)(da)，甚至(zhi)一(yi)些學(xue)(xue)(xue)(xue)(xue)(xue)科或(huo)專(zhuan)(zhuan)(zhuan)業(ye)學(xue)(xue)(xue)(xue)(xue)(xue)位(wei)(wei)(wei)類(lei)別(bie)幾乎相(xiang)同(tong)，碩士生(sheng)培(pei)養(yang)(yang)(yang)(yang)如此，博士生(sheng)培(pei)養(yang)(yang)(yang)(yang)也同(tong)樣存在(zai)這一(yi)問(wen)題。學(xue)(xue)(xue)(xue)(xue)(xue)術(shu)學(xue)(xue)(xue)(xue)(xue)(xue)位(wei)(wei)(wei)如何突(tu)出學(xue)(xue)(xue)(xue)(xue)(xue)術(shu)性基礎性的(de)高層(ceng)次人才培(pei)養(yang)(yang)(yang)(yang)特(te)點(dian)，專(zhuan)(zhuan)(zhuan)業(ye)學(xue)(xue)(xue)(xue)(xue)(xue)位(wei)(wei)(wei)如何突(tu)出應(ying)用性實(shi)踐性的(de)高層(ceng)次人才培(pei)養(yang)(yang)(yang)(yang)特(te)點(dian)，《意見》給出了(le)方(fang)向性要(yao)(yao)求和(he)實(shi)施舉措，需(xu)要(yao)(yao)研究(jiu)生(sheng)培(pei)養(yang)(yang)(yang)(yang)單位(wei)(wei)(wei)把文(wen)件精(jing)神落實(shi)到(dao)研究(jiu)生(sheng)人才培(pei)養(yang)(yang)(yang)(yang)的(de)各個(ge)環(huan)節，包括(kuo)招(zhao)生(sheng)、培(pei)養(yang)(yang)(yang)(yang)方(fang)案制(zhi)訂(ding)、課(ke)程設置、課(ke)程建設、研究(jiu)生(sheng)中(zhong)期考核、論文(wen)開題與(yu)撰寫(xie)、實(shi)踐能(neng)力(li)等(deng)各個(ge)方(fang)面(mian)。

　　第三(san)，分類(lei)評(ping)(ping)(ping)價(jia)(jia)。由于學(xue)(xue)(xue)術(shu)學(xue)(xue)(xue)位(wei)(wei)(wei)評(ping)(ping)(ping)價(jia)(jia)起(qi)步(bu)早，我們相(xiang)對(dui)熟悉它(ta)的(de)一套評(ping)(ping)(ping)價(jia)(jia)規則(ze)(ze)，而(er)專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)學(xue)(xue)(xue)位(wei)(wei)(wei)評(ping)(ping)(ping)價(jia)(jia)起(qi)步(bu)晚，專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)學(xue)(xue)(xue)位(wei)(wei)(wei)類(lei)別與(yu)其領域(yu)之間情(qing)況又比較特(te)殊(shu)，差異性也大。因此，當(dang)前專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)學(xue)(xue)(xue)位(wei)(wei)(wei)評(ping)(ping)(ping)價(jia)(jia)更(geng)(geng)需要引起(qi)重視，在“建(jian)立專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)評(ping)(ping)(ping)價(jia)(jia)標準、遴(lin)選專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)學(xue)(xue)(xue)位(wei)(wei)(wei)評(ping)(ping)(ping)價(jia)(jia)專(zhuan)(zhuan)(zhuan)家和建(jian)立專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)學(xue)(xue)(xue)位(wei)(wei)(wei)評(ping)(ping)(ping)價(jia)(jia)平臺”的(de)研究和實踐探索方面投入更(geng)(geng)多(duo)的(de)精力。就(jiu)建(jian)立專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)評(ping)(ping)(ping)價(jia)(jia)標準而(er)言，全國專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)學(xue)(xue)(xue)位(wei)(wei)(wei)研究生教(jiao)育(yu)指導(dao)(dao)委員(yuan)會(hui)需要負起(qi)建(jian)立標準的(de)主要責任(ren)。該標準不僅包(bao)括(kuo)高校申報(bao)博士(shi)碩(shuo)士(shi)專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)學(xue)(xue)(xue)位(wei)(wei)(wei)授權點的(de)評(ping)(ping)(ping)價(jia)(jia)標準，更(geng)(geng)應包(bao)括(kuo)研究生專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)學(xue)(xue)(xue)位(wei)(wei)(wei)論(lun)文(wen)評(ping)(ping)(ping)審標準。遴(lin)選專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)學(xue)(xue)(xue)位(wei)(wei)(wei)評(ping)(ping)(ping)價(jia)(jia)專(zhuan)(zhuan)(zhuan)家就(jiu)是要遴(lin)選出能夠勝任(ren)專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)學(xue)(xue)(xue)位(wei)(wei)(wei)評(ping)(ping)(ping)價(jia)(jia)的(de)專(zhuan)(zhuan)(zhuan)家，重視吸納一些行業(ye)(ye)(ye)(ye)或產業(ye)(ye)(ye)(ye)導(dao)(dao)師進入到(dao)專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)學(xue)(xue)(xue)位(wei)(wei)(wei)評(ping)(ping)(ping)審專(zhuan)(zhuan)(zhuan)家隊伍。建(jian)立專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)學(xue)(xue)(xue)位(wei)(wei)(wei)評(ping)(ping)(ping)價(jia)(jia)平臺則(ze)(ze)應在現(xian)有(you)研究生學(xue)(xue)(xue)位(wei)(wei)(wei)論(lun)文(wen)評(ping)(ping)(ping)審方式基礎上(shang)，建(jian)立符合專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)學(xue)(xue)(xue)位(wei)(wei)(wei)研究生教(jiao)育(yu)特(te)色(se)的(de)論(lun)文(wen)外審和抽查評(ping)(ping)(ping)審辦法，開辟相(xiang)應平臺。