| 科研过程、科研能力以及科研训练的特征分析 |
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| 引用本文： | 边国英.科研过程、科研能力以及科研训练的特征分析[J].江西教育科研,2008(5):22-25. |
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| 作者姓名： | 边国英 |
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| 作者单位： | 边国英（北京大学教育学院,北京,100871） |
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| 摘 要： | 科研和科研训练是研究生教育特别是博士教育阶段的重要功能．对其过程和特征进行分析对于推进研究生教育实践，提高研究生培养质量都具有积极的意义。科研过程由于其知识对象具有专业化、前沿性及综合性的特征，相应地也具有专业性、探索性、批判反思性的特征。科研能力可以大致分为认知能力或者说心智水平、实践操作技能和缄默知识三种类型。科研训练必须在实际的研究过程中训练，在具体的学术环境中潜移默化，同时科研训练的规训特征也要求训练程序的严格性和程序性。
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| 关 键 词： | 科研过程 科研能力 科研训练 |
On the Characters of Research Process, Research Ability and Research Training |
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| Bian Guo-ying.On the Characters of Research Process, Research Ability and Research Training[J].Jiangxi Educational Research,2008(5):22-25. |
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| Authors: | Bian Guo-ying |
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| Institution: | Bian Guo-ying (Graduate School of Education, Peking University, Beijing 100871, China) |
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| Abstract: | Research and research training are the important functions of graduate education esp. doctoral education. It is meaningful to study the process and characters of research and research training for improving the practice of graduate education and the quality of graduate education. Because knowledge objects of research are specified, uncharted and comprehensive, the process of research is correspondently specified, tentative and critical. There are three types in research ability： mental ability, practical skill and tacit knowledge. Research training is practical and contextual, which means that the ability must be obtained in research process and academic atmosphere, and research training is a kind of discipline, which is required to be strict and procedural. |
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| Keywords: | research process research ability research training |
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