内涵式发展视域下“硕博贯通”培养全流程促进机制研究

Research on the Whole-Process Promotion Mechanism of “Integrated Master-Doctoral” Training from the Perspective of Connotative Development

摘要: 我国高等教育已全面进入以质量提升为核心的内涵式发展阶段，研究生教育作为支撑科技创新与高端创新人才培养的核心载体，其质量升级已成为高等教育改革的核心攻坚领域。硕博贯通培养作为研究生教育质量提升的核心改革方向，已在全国研究型大学全面推行，但实践中普遍面临“名义贯通、实质分段”的“虚通”困境，培养环节衔接断档、分流退出机制空转、重模式搭建轻机制运行等问题突出，严重制约培养质量提升。本研究遵循“现实问题提出→理论框架构建→现实矛盾诊断→机制系统设计→作用逻辑阐释→优化路径提出”的完整逻辑链条，综合运用文献研究、政策分析与逻辑推演的研究方法，围绕“硕博贯通培养如何实现真正的内涵式质量提升”核心命题展开系统探究。研究界定了核心概念与理论基础，构建“理念–过程–支持–评价”四维分析框架与“三阶段五功能”全流程促进机制模型，系统阐释机制对培养质量的内在作用逻辑与实现路径，最终提出系统性优化策略。本研究既突破了现有研究“重模式描述、轻机制构建”的局限，丰富了研究生教育内部质量保障与贯通机制的理论体系，也为高校破解贯通培养“断档”“虚通”难题、完善培养方案提供了可操作的实践依据。

Abstract: China’s higher education has fully entered the stage of connotative development centered on quality improvement. As the core carrier supporting scientific and technological innovation and high-end talent cultivation and cultivating high-end innovative talents, the quality upgrading of postgraduate education has become a core priority area of higher education reform. As a core reform direction to improve the quality of postgraduate education, integrated master-doctoral training has been fully implemented in research universities across the country. However, in practice, it generally faces the dilemma of “pseudo-integration” featured by “nominal integration but actual segmentation”. Prominent problems such as disconnection of training links, idle operation of the diversion and exit mechanism, and emphasis on model construction while neglecting mechanism operation have severely restricted the improvement of training quality. Following the complete logical chain of “proposing practical problems → constructing a theoretical framework → diagnosing practical contradictions → designing a systematic mechanism → explaining the action logic → proposing optimization paths”, this study comprehensively adopts research methods including literature research, policy analysis and logical deduction, and carries out a systematic exploration around the core proposition of “how to achieve genuine connotative quality improvement in integrated master-doctoral training”. This study defines the core concepts and theoretical basis, constructs a four-dimensional analytical framework of “concept-process-support-evaluation” and a whole-process promotion mechanism model of “three stages and five functions”, systematically explains the internal action logic and realization path of the mechanism on training quality, and finally puts forward systematic optimization strategies. This study not only breaks through the limitation of existing research that “emphasizes model description but neglects mechanism construction”, enriches the theoretical system of internal quality assurance and integration mechanism for postgraduate education, but also provides operable practical basis for universities to solve the problems of “disconnection” and “pseudo-integration” in integrated training and improve training programs.