上海教育评估研究

《中华人民共和国学位法》确立了学术学位与专业学位分类评价制度，在此背景下，教育博士培养质量评价面临结构性矛盾，现行评价体系存在目标、内容、导向、主体四维困境。为此，应构建“制度—能力—机制—协同”四位一体框架，推动实践成果认证刚性转化，构建需求驱动与数字赋能的动态课程体系，打造域内外循环的协同育人新机制，形成数据互联、权责对等的多元评价共同体，实现教育博士培养范式转型。

Degree Law of the People's Republic of China has established a classified evaluation system for academic and professional degrees. Against this backdrop,the quality evaluation of doctor of education(Ed. D.) programs is confronted with structural contradictions. The current evaluation framework presents four-dimensional dilemmas in terms of objectives,content,orientation,and subjects. To tackle these problems,it is essential to construct a quadrilateral framework of “systemcapability-mechanism-collaboration”. We should promote the rigid transformation of practical achievement certification,build a dynamic curriculum system driven by demand and empowered by digital technology,create a new mechanism for collaborative education circulating within and beyond the field,form a multi-dimensional evaluation community with interconnected data and balanced rights and responsibilities,so as to transform the training paradigm of doctor of education.