关于培养经管类研究生创新能力的研究

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摘要

近年来，在经济、管理类研究生教育规模超常规扩张的情况下，引起全社会

关注的一个突出问题就是学生的创新能力不强。加强创新能力的培养成为高校经

济、管理类研究生教育改革面临的重要而紧迫的课题。研究此课题还源于本人负

责上海市教育科学研究项目“高层次人才创新能力培养模式的研究” （项目主持

人：本学科带头人陈敬良教授）的一个子课题。

本文通过大量实际调查、文献检索，从知识因素、创新思维能力、创新实践

能力这样构成创新能力的三大要素着眼，分析了经管类研究生创新能力的现状，

以及影响其创新能力的具体因素。针对诸如经管类学科的研究方法、培养模式的

特殊性、资源投入、教学环节、科研训练和论文撰写、生源质量、师资队伍、学

科建设这些影响因素，提出了相应的解决对策：树立新的培养观念、把好生源关、

加强课程教学和实践教学、加强科研训练、提高信息处理能力、完善学位论文管

理制度、加强师资队伍建设，提高教师的创新意识和创新能力、加大对经管类学

科的资源投入、推进经管类学科与其他学科的交叉与综合。

关键词：经济管理研究生创新能力培养

ABSTRACT

In recent years，we cannot turn a blind eye to the recent abnormal expanding of

postgraduate education for management talents, which brings about an issue that the

learner's innovation ability is now being questioned by more and more people.

Therefore we cannot emphasize too much of the importance on the research program

of developing such an innovation ability as a basic quality for those economic majors

and management majors. The program is a branch of “ Training Models on Innovation

for high-level Talents” chaired by Professor Chen jingliang, a leader in the field.

This paper analyzes the current condition of innovation ability of the

postgraduates as well as its affecting factors on the basis of amount of investigations

and file inquiry from aspects of intelligent factors, innovation concepts, and working

abilities respectively. What's more, it also probes on a series of issues such as

researching methods on economic management, specialty of training model, resource

investment, teaching and learning stages, scientific training, paper writing, learner's

quality, faculty's ability and discipline construction and further proposes some

corresponding measures such as cultivating the new training concept, quality guard for

the learners, and the improvement of curriculum construction, scientific training,

information process, degree system, faculty construction ,innovation concept,

investment in economic and management fields thus to accelerate the integration of the

branch of economic and management with others.

Key Words：economy，management，postgraduate，innovation

abilities，development

中文摘要

ABSTRACT

第一章绪论 ····················································································1

§1.1 课题来源 ················································································ 1

§1.2 研究意义 ················································································ 1

§1.2.1 创新能力是评价经管类研究生教育质量的根本标准 ························1

§1.2.2 创新能力的培养是建设创新型国家的需要 ··································· 1

§1.2.3 创新能力不强成为经管类研究生培养中的核心问题 ························2

§1.2.4 经管类研究生创新能力培养是目前研究的一个薄弱点 ···················· 4

§1.3 国内外研究综述 ·······································································4

§1.4 研究方法 ·················································································6

§1.5 本文创新点 ··············································································7

第二章经管类研究生创新能力培养概述 ·················································· 8

§2.1 创新与创新能力 ····································································8

§2.1.1 创新 ·················································································· 8

§2.1.2 创新能力 ············································································· 10

§2.2 经管类研究生创新能力 ···························································· 12

§2.2.1 经管类研究生创新能力的含义 ·················································12

§2.2.2 经管类研究生创新能力的特征 ·················································12

§2.3 经管类研究生创新能力培养 ······················································ 13

§2.3.1 经管类学科的特征 ·································································13

§2.3.2 经管类研究生创新能力培养的重点 ···········································14

第三章对经管类研究生创新能力培养现状的调查与分析 ····························· 16

§3.1 调查情况简介 ········································································· 16

§3.2 调查数据的统计分析 ································································ 16

§3.3 调查发现的主要问题 ································································ 21

§3.3.1 创新能力所需的知识结构不尽合理 ··········································· 21

§3.3.2 创造性思维能力比较薄弱 ························································22

§3.3.3 创新实践能力较差 ·································································22

§3.4 原因分析 ············································································· 22

§3.4.1 与经管类学科研究方法的特殊性有关 ········································23

§3.4.2 忽视了经管类研究生培养过程中的特殊性 ··································23

§3.4.3 对经管类学科重视不够，资源投入不足 ··································· 23

§3.4.4 传统的教育观念和人才培养模式 ············································ 24

§3.4.5 教学环节 ···········································································25

§3.4.6 科研训练和论文撰写方面 ······················································· 27

§3.4.7 生源质量 ············································································ 28

§3.4.8 师资队伍建设 ·····································································29

§3.4.9 学科建设投入资源不够，学科过细 ··········································· 29

第四章培养经管类研究生创新能力的对策建议 ········································· 31

§4.1 招生环节 ·············································································· 31

§4.1.1 制定合理的经管类研究生发展规划 ··········································· 31

§4.1.2 改革招生制度，形成有利于创新型人才脱颖而出的机制 ················ 32

§4.2 教学环节 ············································································· 32

§4.2.1 建立科学的课程体系，体现课程设置的基础化、综合化 ················ 33

§4.2.2 改革教学内容、要求与教学方式 ············································ 35

§4.2.3 加强实践教学 ·····································································38

§4.2.4 加强经管类创新型教材建设 ·················································· 39

§4.3 科研训练与实践活动环节 ························································· 39

§4.3.1 积极组织学术活动 ································································ 40

§4.3.2 大力加强科研训练 ································································ 41

§4.3.3 提高信息处理能力 ······························································ 43

§4.4 学位论文环节 ········································································· 44

§4.4.1 重视学位论文在经管类研究生创新能力培养中的作用 ··················· 44

§4.4.2 在学位论文的三大环节中培养创新能力 ·····································44

§4.4.3 建立激励机制，鼓励多出创新性的优秀学位论文 ······················· 46

§4.5 师资队伍建设环节 ·································································47

§4.5.1 充实导师队伍，加强导师队伍建设 ··········································· 47

§4.5.2 打破一对一指导模式，实行正副导师制或指导小组制 ··················· 47

§4.5.3 提高教师的创新意识和创新能力 ············································ 48

§4.6 经管类学科建设环节 ······························································49

§4.6.1 加大对经管类学科的资源投入 ·················································50

§4.6.2 推进经管类学科与其他学科的交叉与综合 ································ 51

第五章结束语 ····················································································53

第一章绪论

本文研究如何培养经管类研究生创新能力的问题。本章简要介绍选题的来源、

研究意义、国内外研究综述，研究的框架与内容以及本文的创新点。

§1.1 课题来源

本课题系上海市教育科学研究项目“高层次人才创新能力培养模式的研究”

（项目主持人：本学科带头人陈敬良教授）的一个子课题。

§1.2 研究意义

§1.2.1 创新能力是评价经管类研究生教育质量的根本标准

作为国家教育体系最高层次的研究生教育，其基本目标就是培养具有创新型

科学研究能力的人才。我国的学位条例对博士研究生和硕士研究生的论文及研究

成果在创新方面的要求有明确规定：博士学位获得者应具有独立从事科学研究工

作的能力，在科学或专门技术上做出创造性成果；硕士学位获得者应具有从事科

学研究工作或独立担负专门技术工作的能力[1]。

2003 年，教育部明确提出要“实施研究生教育创新计划” [2]。2005 年1月

教育部在《关于实施研究生教育创新计划，加强研究生创新能力培养，进一步提

高培养质量的若干意见》中提出，加强研究生创新能力培养、实施研究生教育创

新计划、提高研究生培养质量，是我国研究生教育战线共同的重要任务，必须成

为各个研究生培养单位和各级研究生教育管理部门的重点工作；各个研究生培养

单位和各级研究生教育管理部门要在国家统一规划下，分别制定适合各自特点的

实施方案，形成多层次、多类型、全方位的研究生教育创新体系[3]。

因此，创新能力的培养是研究生教育的核心，也是评价研究生教育质量的根

本标准。

§1.2.2 创新能力的培养是建设创新型国家的需要

当前，人才竞争正成为国际竞争的一个焦点，无论是发达国家还是发展中大

国，都把科技人力资源视为战略资源和提升国家竞争力的核心因素。培养和造就

大批高素质创新人才，直接关系到国家和民族的未来。所以，2006 年党中央、国

务院做出了加强自主创新、建设创新型国家的决定，这是我国发展战略升级的一

个重大决策。

关于培养经管类研究生创新能力的研究

创新型国家战略的提出，对高校人才培养提出了更高的要求。作为国家创新

体系基础的高等教育，尤其是最高层次的研究生教育，对国家创新体系有着重要

影响。研究生的创新能力的高低，不仅直接影响高等学校知识创新的水平，而且

关系国家未来的整体创新能力，关系着创新型国家战略的实现程度。

要实现创新型国家的战略目标，就需要瞄准国家创新体系的目标，大力加强

研究生的创新教育，提升研究生创新意识和创新能力，培养造就一批高水平的具

有创新能力的人才。

§1.2.3 创新能力不强成为经管类研究生培养中的核心问题

1、经管类研究生教育发展概况

近年来，随着我国经济持续高速增长和增长模式的转变，以及社会信息化程

度和知识经济成分的提高，社会各行业对高层次人才，尤其是经济管理类高学历

人才的需求愈来愈迫切，对人才的素质和质量也提出了更高的要求。

在此基础上，我国经济类、管理类研究生教育得到了空前发展。我国现有高

等院校中，大部分院校都设有经济类、管理类专业和相应的研究生培养方向。在

这些高等院校中，如何培养经管类研究生创新能力，增强经管类研究生综合素质，

提高培养质量等，是一个值得探讨的问题。

目前，我国经济管理类硕士研究生的培养与其它学科相比，呈现出如下特点：

（1）培养规模大、增长快

近年来，由于社会对高学历经济、管理类人才供不应求，经济、管理类专业

的研究生以其就业单位层次高、地区好的优势吸引了众多考生竞相报考，导致我

国经济管理类专业持续发“热”，招生规模相比其他学科大幅增长。

表2－1是我国 2001-2004 年我国按学科统计的研究生招生数。先纵向比较，

2004 年经济学研究生全国共招生 17007 人，是 2001 年的 2.1 倍；2004 年管理学

研究生全国共招生 35897 人，是 2001 年的 1.9 倍。

再纵向比较，以 2004 年的招生数量为例，经济学、管理学共招生 52904 人，

占2004 年全部招生数量的 16.2%[4]。

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摘要：

摘要近年来，在经济、管理类研究生教育规模超常规扩张的情况下，引起全社会关注的一个突出问题就是学生的创新能力不强。加强创新能力的培养成为高校经济、管理类研究生教育改革面临的重要而紧迫的课题。研究此课题还源于本人负责上海市教育科学研究项目“高层次人才创新能力培养模式的研究”（项目主持人：本学科带头人陈敬良教授）的一个子课题。本文通过大量实际调查、文献检索，从知识因素、创新思维能力、创新实践能力这样构成创新能力的三大要素着眼，分析了经管类研究生创新能力的现状，以及影响其创新能力的具体因素。针对诸如经管类学科的研究方法、培养模式的特殊性、资源投入、教学环节、科研训练和论文撰写、生源质量、师资队伍、学科...

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