教育学展望

经过多年改革与实践探索,双导师制对学生工程实践能力的促进作用受到普遍认可,取得了有益的经验,但其面临的校热企冷、沟通不畅等体制性问题需要进一步解决,以促进学生工程实践能力有效提升。本文运用扎根理论方法,以高校卓越工程师培养的典型案例为主要样本,由编码发现,职责导向差异、职责划分不均、职责权力差异组成了导致双导师制陷入实施困境的深层逻辑结构,双导师制协同效应的有效发挥可以通过职责定位的重构、职责制度的建设、职责关系的调整等三重职责同构路径得以实现,三个要素相互关联、密不可分。

After years of reform and practical exploration, the role of the dual tutorial system in promoting students' engineering practice capabilities has been widely recognized, the beneficial experiences have already been gained. However, the problems of lukewarm corporate enthusiasm and poor communication make it difficult to effectively enhance students' engineering practical skills. The institutional issues need to be further addressed. This paper employs the grounded theory method, taking the cases of cultivating outstanding engineers in representative universities as the main samples. Through coding analysis, it is found that the differences in orientation of responsibilities, the division of responsibilities, and the responsibility power constitute the deep logical structure that leads to the implementation dilemma of the dual tutorial system. The effective exertion of the synergistic effect of the dual tutorial system can be realized through the threefold responsibility homogeneity paths: the reconstruction of responsibility positioning, the establishment of responsibility systems, and the adjustment of responsibility relationships. These three elements are interrelated and inseparable.