基于知识生产模式III的博士生课程体系重构：逻辑、实践与借鉴

Reconstructing the Doctoral Curriculum Systems Based on Knowledge Production Model III: Logic, Practices, and Implications

摘要: 全球知识生产向“模式III”转型对博士生教育提出新要求，驱动其课程体系的结构性变革需求。以“模式III”为框架，阐释知识生产模式转型与博士生课程体系重构的逻辑耦合机制，剖析美国博士生课程改革中适配“模式III”的制度设计与实践样态。研究发现，美国通过超学科整合、情境化教学、多主体协同及伦理规约，有效回应了高阶知识生产需求。相较而言，我国博士生课程体系虽持续优化，但在学科交叉深度融合、产教实质协同及全球胜任力培育等方面仍面临与“模式III”要求不相适应的结构性困境。据此，提出应从超学科集群重构、数据驱动迭代、跨界场域创设及伦理嵌入评价四个维度，重构我国博士生课程体系，为教育强国战略下高层次创新人才培养提供理论参照与实践镜鉴。

Abstract: As global knowledge production evolves to Mode III, doctoral curriculum systems have been driven to undergo systematic structural reforms. This study employs Mode III as a lens to examine the logical interplay between shifts in knowledge production paradigms and the restructuring of doctoral curricula. The institutional designs and practical approaches of doctoral curriculum reforms that aligned with Mode III in the United States were explored. Findings show that the United States has addressed the demands of advanced knowledge production through transdisciplinary integration, situated teaching, multi-agent collaboration, and ethical governance. In contrast, despite ongoing optimizations, China’s doctoral curriculum system still faces structural alignment challenges with Mode III, particularly in areas such as deep disciplinary integration, substantive industry-education collaboration, and the cultivation of global competencies. Accordingly, this study proposes a four-dimensional restructuring pathway for China’s doctoral curriculum: rebuilding transdisciplinary course clusters, implementing data-driven content updates, creating cross-boundary educational spaces, and integrating ethics into evaluation. This framework aims to provide theoretical insights and practical guidance for cultivating high-level innovative talent within China’s national strategy of building a leading educational power.