研究生导学关系的系统性重构

Systematic Restructuring of the Supervisor-Graduate Student Relationship

摘要: 当前，研究生教育导学关系普遍存在重科研轻育人、关系异化以及德育功能虚化等问题，这些问题已成为研究生教育高质量发展的瓶颈。文章通过梳理现有导学关系研究的成果与不足，从价值基石、角色内涵、互动内容、关系模式四个维度展开系统性重构分析：在价值理念上，实现从“制器”范式工具理性向“育人”范式价值理性的转变；在导师角色上，完成从专注学术的“经师”到兼具学业、人生、道德引领的“人师”的升级；在互动内容上，从单一“学术域”拓展为融合学术、价值、生活的“成长域”；在关系模式上，由单向度“权威–服从”模式重构为双向互动的“学习与发展共同体”模式。同时，构建了包含强化导师育人培训、完善多元评价激励机制、搭建常态化交流平台、营造尊师重教文化氛围的支撑体系，为新型导学关系落地提供保障。

Abstract: The current supervisor-student relationship in postgraduate education generally suffers from problems such as prioritizing research over character development, distorted relationships, and a weakened moral education function, becoming a bottleneck for the high-quality development of postgraduate education. This paper systematically reconstructs and analyzes the shortcomings of existing research on supervisor-student relationships from four dimensions: value foundation, role connotation, interaction content, and relationship model. In terms of value concepts, it aims to achieve a shift from the instrumental rationality of the “tool-making” paradigm to the value rationality of the “character-cultivating” paradigm. In terms of the mentor’s role, it aims to upgrade from a “master of knowledge” focused solely on academics to a “mentor of character” who provides guidance in academics, life, and morality. In terms of interaction content, it aims to expand from a single “academic domain” to a “growth domain” integrating academics, values, and life. In terms of the relationship model, it aims to reconstruct the one-dimensional “authority-obedience” model into a two-way interactive “learning and development community” model. Simultaneously, this paper constructs a support system that includes strengthening mentor training, improving diversified evaluation and incentive mechanisms, establishing a regular communication platform, and creating a culture of respect for teachers and education, providing a guarantee for the implementation of the new supervisor-student relationship.