簡(jiǎn)介：摘要I分類(lèi)號(hào)密級(jí)UDC1注學(xué)位論文大學(xué)生專(zhuān)業(yè)適應(yīng)性影響因素研究以電子科技大學(xué)經(jīng)濟(jì)與管理學(xué)院為例（題名和副題名）張均強(qiáng)（作者姓名）指導(dǎo)教師姓名李仕明教授博導(dǎo)電子科技大學(xué)成都（職務(wù)、職稱(chēng)、學(xué)位、單位名稱(chēng)及地址）申請(qǐng)專(zhuān)業(yè)學(xué)位級(jí)別碩士專(zhuān)業(yè)名稱(chēng)企業(yè)管理論文提交日期20084論文答辯日期20085學(xué)位授予單位和日期電子科技大學(xué)答辯委員會(huì)主席評(píng)閱人2008年月日注1注明國(guó)際十進(jìn)分類(lèi)法UDC的類(lèi)號(hào)。摘要III摘要學(xué)生在大學(xué)中不再是接受基礎(chǔ)教育，而是針對(duì)某一個(gè)領(lǐng)域進(jìn)行專(zhuān)業(yè)性學(xué)習(xí)。與中小學(xué)的學(xué)習(xí)相比，大學(xué)學(xué)習(xí)具有更強(qiáng)的研究性、自主性，特別是更強(qiáng)的專(zhuān)業(yè)性。大學(xué)生專(zhuān)業(yè)適應(yīng)性是指大學(xué)生在自身基本能力素質(zhì)和個(gè)性特征的基礎(chǔ)上，通過(guò)與所學(xué)專(zhuān)業(yè)及專(zhuān)業(yè)環(huán)境相互作用，主動(dòng)做出自我調(diào)整，以求達(dá)到內(nèi)外專(zhuān)業(yè)學(xué)習(xí)環(huán)境平衡從而處于有力發(fā)展?fàn)顟B(tài)的能力。從學(xué)生發(fā)展的角度來(lái)看，對(duì)專(zhuān)業(yè)知識(shí)和技能的掌握直接影響到大學(xué)生本人的發(fā)展，對(duì)專(zhuān)業(yè)的適應(yīng)性水平直接影響或決定了大學(xué)生專(zhuān)業(yè)學(xué)習(xí)的成效。從社會(huì)需求的角度來(lái)看，社會(huì)對(duì)大學(xué)生的專(zhuān)業(yè)能力和專(zhuān)業(yè)技能有較高的要求，并且在人才選擇上傾向于選擇專(zhuān)業(yè)對(duì)口、成績(jī)優(yōu)秀的大學(xué)生。可見(jiàn)大學(xué)生的專(zhuān)業(yè)學(xué)習(xí)對(duì)其本身具有重要的意義和作用，大學(xué)生在專(zhuān)業(yè)上發(fā)展的好壞對(duì)其成才和成長(zhǎng)有重大影響。但是目前對(duì)這方面的理論研究還比較少，尤其是還沒(méi)有辨別出哪些因素會(huì)提升大學(xué)生專(zhuān)業(yè)適應(yīng)性的水平。因此，對(duì)大學(xué)專(zhuān)業(yè)適應(yīng)性的影響因素問(wèn)題的研究不論從實(shí)踐應(yīng)用還是理論完善方面都具有重要意義。本研究從多個(gè)理論視角綜合提出專(zhuān)業(yè)承諾、專(zhuān)業(yè)學(xué)習(xí)目標(biāo)、專(zhuān)業(yè)學(xué)習(xí)行為、專(zhuān)業(yè)自我效能和專(zhuān)業(yè)外部環(huán)境五個(gè)因素會(huì)影響經(jīng)管類(lèi)大學(xué)生專(zhuān)業(yè)適應(yīng)性的水平。通過(guò)對(duì)電子科技大學(xué)經(jīng)濟(jì)與管理學(xué)院245名大學(xué)生進(jìn)行問(wèn)卷調(diào)研，并且應(yīng)用因子分析、回歸分析等多種統(tǒng)計(jì)方法對(duì)所得數(shù)據(jù)進(jìn)行檢驗(yàn)，本研究得出以下結(jié)論1大學(xué)生專(zhuān)業(yè)適應(yīng)性的影響因素按照平均得分由高到低依次為專(zhuān)業(yè)自我效能、專(zhuān)業(yè)承諾、專(zhuān)業(yè)學(xué)習(xí)行為、專(zhuān)業(yè)學(xué)習(xí)目標(biāo)、專(zhuān)業(yè)外部環(huán)境；其中專(zhuān)業(yè)自我效能、專(zhuān)業(yè)承諾因素平均得分大于各個(gè)因素總的平均得分，而專(zhuān)業(yè)學(xué)習(xí)行為、專(zhuān)業(yè)學(xué)習(xí)目標(biāo)、專(zhuān)用外部環(huán)境因素平均得分小于各個(gè)因素總的平均得分。2專(zhuān)業(yè)承諾、專(zhuān)業(yè)自我效能和專(zhuān)業(yè)學(xué)習(xí)行為三個(gè)因素能夠顯著影響專(zhuān)業(yè)適應(yīng)性水平；但是專(zhuān)業(yè)學(xué)習(xí)目標(biāo)和專(zhuān)業(yè)外部環(huán)境對(duì)專(zhuān)業(yè)適應(yīng)性的影響作用并不顯著。3經(jīng)管類(lèi)大學(xué)生專(zhuān)業(yè)適應(yīng)性水平在文理科、專(zhuān)業(yè)類(lèi)型、年級(jí)方面存在顯著性差異；而在家庭所在地、性別、家庭月收入方面無(wú)顯著差異。

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簡(jiǎn)介：上海交通大學(xué)碩士學(xué)位論文商學(xué)院畢業(yè)班學(xué)生職業(yè)規(guī)劃意識(shí)、職業(yè)價(jià)值觀(guān)及其性別差異研究以上海交通大學(xué)和北京大學(xué)管理學(xué)院學(xué)生為例姓名李柰申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)企業(yè)管理指導(dǎo)教師張興福20070116上海交通大學(xué)碩士學(xué)位論文2華交大復(fù)旦4所高校就業(yè)指導(dǎo)中心負(fù)責(zé)人、10名商學(xué)院畢業(yè)班學(xué)生、資深職業(yè)咨詢(xún)顧問(wèn)和教育心理學(xué)教授三類(lèi)對(duì)象進(jìn)行深度訪(fǎng)談的基礎(chǔ)上，設(shè)計(jì)調(diào)查問(wèn)卷并進(jìn)行調(diào)研。調(diào)研樣本來(lái)自北京大學(xué)光華管理學(xué)院和上海交通大學(xué)安泰管理學(xué)院，共有243個(gè)樣本參加。通過(guò)運(yùn)用理論分析、對(duì)比分析等方法，分析商學(xué)院學(xué)生在自我認(rèn)知度、職業(yè)生涯規(guī)劃意識(shí)、擇業(yè)傾向性和擇業(yè)價(jià)值觀(guān)這四方面的特點(diǎn)及性別差異。研究結(jié)果顯示1商學(xué)院畢業(yè)班學(xué)生自我認(rèn)知深度和廣度不足，對(duì)性格、興趣、能力三方面的認(rèn)知度順次降低，對(duì)職業(yè)發(fā)展路徑和具體發(fā)展規(guī)劃缺乏深入思考；女性學(xué)生因受到性別角色、社會(huì)觀(guān)念、傳統(tǒng)文化等因素的影響和制約，仍體現(xiàn)出比男性稍低的自我認(rèn)知度，但比男性學(xué)生呈現(xiàn)更積極主動(dòng)的職業(yè)規(guī)劃意識(shí)；2商學(xué)院畢業(yè)班學(xué)生擇業(yè)決策呈現(xiàn)趨同性，女性學(xué)生趨同性?xún)A向尤為嚴(yán)重，學(xué)生擇業(yè)觀(guān)需要得到有效疏導(dǎo)；3商學(xué)院畢業(yè)班學(xué)生中長(zhǎng)期職業(yè)規(guī)劃體現(xiàn)管理型和專(zhuān)業(yè)型兩大類(lèi)別，男性學(xué)生更傾向于向企業(yè)管理者方向發(fā)展，女性學(xué)生更傾向于在本專(zhuān)業(yè)領(lǐng)域深耕；4商學(xué)院畢業(yè)班學(xué)生持綜合性、多重性的擇業(yè)價(jià)值觀(guān)，就業(yè)決策綜合考慮職業(yè)促進(jìn)因素、保健因素和聲望因素，男性學(xué)生偏重實(shí)際經(jīng)濟(jì)利益，女性學(xué)生體現(xiàn)出強(qiáng)烈的學(xué)習(xí)動(dòng)機(jī)和成就動(dòng)機(jī)，極重視職業(yè)發(fā)展，體現(xiàn)出商學(xué)院女生的獨(dú)特性。關(guān)鍵詞關(guān)鍵詞商學(xué)院畢業(yè)班學(xué)生，自我認(rèn)知度，職業(yè)規(guī)劃意識(shí)，職業(yè)價(jià)值觀(guān)，性別差異

簡(jiǎn)介：湖南師范大學(xué)碩士學(xué)位論文澳大利亞教育管理研究的文獻(xiàn)分析基于教育管理學(xué)報(bào)10年之回顧20002009姓名嚴(yán)薇申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)教育經(jīng)濟(jì)與管理指導(dǎo)教師高曉清20100601第三部分，對(duì)JEA論文研究主題的分析。顯示JEA20002004與20052009年間論文研究主題的分布和變化情況。第四部分，對(duì)JEA論文研究方法的分析?？偨Y(jié)出JEA論文在研究方法上的特點(diǎn)。第五部分，結(jié)論與啟示。揭示澳大利亞在新世紀(jì)初教育管理研究的趨勢(shì)，并通過(guò)對(duì)澳大利亞教育管理研究的論文類(lèi)型、研究方法、研究主題的分析評(píng)述，結(jié)合我國(guó)的國(guó)情和研究現(xiàn)狀中存在的問(wèn)題進(jìn)行分析探討，總結(jié)出其對(duì)我國(guó)教育管理研究的啟示。以我國(guó)當(dāng)前的經(jīng)濟(jì)水平和社會(huì)發(fā)展?fàn)顩r為基準(zhǔn)，堅(jiān)持揚(yáng)棄的態(tài)度，學(xué)習(xí)和借鑒澳大利亞的教育管理的經(jīng)驗(yàn)或理論，積極吸收其中對(duì)我們有益的成分來(lái)引導(dǎo)我國(guó)教育管理研究朝著一個(gè)積極健康的方向發(fā)展，從而形成具有中國(guó)特色的教育管理理論，找到適合我國(guó)教育管理研究的發(fā)展模式。關(guān)鍵詞教育管理學(xué)報(bào)JEA；教育管理研究；文獻(xiàn)分析；論文類(lèi)型；研究主題；研究方法Ⅱ

簡(jiǎn)介：南開(kāi)大學(xué)學(xué)位論文原創(chuàng)性聲明C0203本人鄭重聲明所呈交的學(xué)位論文，是本人在導(dǎo)師指導(dǎo)下，進(jìn)行研究工作所取得的成果。除文中已經(jīng)注明引用的內(nèi)容外，本學(xué)位論文的研究成果不包含任何他人創(chuàng)作的、已公開(kāi)發(fā)表或者沒(méi)有公開(kāi)發(fā)表的作品的內(nèi)容。對(duì)本論文所涉及的研究工作做出貢獻(xiàn)的其他個(gè)人和集體，均己在文中以明確方式標(biāo)明。本學(xué)位論文原創(chuàng)性聲明的法律責(zé)任由本人承擔(dān)。學(xué)位敝作者躲艿哞沁7年“胛ABSTRACTWITHTHEDEVELOPMENTOFMODEMSCIENCEFROMSMALLSCIENCETOBIGSCIENCE，NEWKNOWLEDGEANDNCWRESEARCHFIELDSARCAPPEARINGBECAUSEOFTHEINTERCROSSING，PENETRATINGANDINTEGRATIONOFSEVERALKINDSOFSCIENCEFURTHERMORE，SINCETHECHARACTERISTICOFSCIENCERESEARCHPROJECTSUCHASMAGNIFICENTRESEARCHGOAL，INTEREROSSINGMULTISUBJECT，GREATINVESTMENTINTENTION，SCHOLARSBEGINTOCOOPERATEWITHEACHOTHERSPONTANEOUSLYORPASSIVELYANDTHESYMBIOSISINTHESCIENCERESEARCHTURNSTOTHEERLORNLOUSPOWERAFFECTINGTHEEXERTIONOFSCIENCEPRODUCTIONABILITYINADDITION，ITALSOBECOMESANINNEGLECTABLESOCIETYPOWER謝THTHEIMPROVEMENTOFSCIENCESOCIALIZATIONTHEFASTDEVELOPMENTOFSCIENCECOLLABORATIONANDITSIMPELLINGTOTHESCIENCEPRODUCTIONABILITYAREATTRACTINGTHEATTENTIONOFSCIENTISTS，CONSTITUTORSOFTECHNOLOGYPOLICYANDTECHNOLOGYMANAGERSINSUCHACONTEXT，THECOLLABORATIONONNETFORMINGBYAUTHORSINMANAGINGFIELDISANALYZEDTHEREGULATIONOFCOLLABORATIONISEXPLOREDFIRST，ONTHEBASISOFRELATIVETHEORYRESEARCH，THISPAPERGIVESTHECONTRASTANALYSISTOEACHCOLLABORATIONMODEOFMANAGERS，DISCUSSESDIFFERENTCHARACTERISTICSANDREGULATIONSOFEACHCOLLABORATIONMODEANDTHENSETTHEEMPHASESONCOLLABORATIONOFMANAGERNEXTTHECHARACTERISTICOFCOLLABORATIONNETISANALYZEDATLAST，THEEVOLVEMENTTRENDOFTHEWHOLEMANAGEMENTCOAUTHORSHIPNETWORKISSTUDIEDINTWOKINDVIEWSOFBUSINESSADMINISTRATIONANDMANAGEMENTSCIENCETHEDIFFERENCESBETWEENTHETWOKINDSOFNETARECONTRASTEDTHEFORMINGMECHANISMREGULATIONOFDEVELOPMENT，ANDDYNAMICALREASONSOFTHEMANAGEMENTCOAUTHORSHIPNETWORKAREEXPLOREDANDTHENTHECITINGTIMESOFARTICLESISUSEDTOBETHEPERFORMANCEINDEX，THEAFFECTIONRELATIONSHIPBETWEENTHENETINDEXOFMANAGERCOLLABORATIVENETANDTHEPERFON】NANCEINDEXISANALYZEDTHROUGHTHEMEANSOFSOCIETYNETANALYSIS，WITHAPURPOSEOFEXPLORINGWHICHNETSTRUCTUREISMORESUITABLEFORINNOVATIONANDTHEPERFORMANCEOFSCHOLARSATWHICHDIRECTIONISMOREEFFECTIVEATLAST，THISPAPERILLUMINATESTHEDEFICIENCYANDLIMITATIONANDEXPECTSTHEFUTURERESEARCHINTHESUMMARYTHEINNOVATIONOFTHISPAPERISASFOLLOWS，IONTHEBASISOFTHEANALYSISTOTHECOLLABORATIONII

簡(jiǎn)介：鄭州大學(xué)碩士學(xué)位論文民辦高校就業(yè)指導(dǎo)中的思想政治教育探析以鄭州大學(xué)升達(dá)經(jīng)貿(mào)管理學(xué)院為例姓名郝艷海申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)思想政治教育指導(dǎo)教師馮聚才201104ABSTRACTABSTRACTWITHTHEDEVELOPMENTOFTHESOCIALECONOMYANDTHEREFORRNOFTHEEDUCATIONALSYSTEM，THEEMPLOYMENTOFTHECOLLEGEGRADUATESHASBECOMETHEFOCUSOFGOVERNMENTANDTHEPEOPLEWHETHERTHECOLLEGEGRADUATESCOULDBEEMPLOYEDSUCCESSFULLYDIRECTLYAFFECTSTHEHEALTHYDEVELOPMENTOFHIGHEREDUCATIONANDTHEORDERLYPROMOTIONOFSOCIALISTMODERNIZATIONFURTHERMORE，PRIVATECOLLEGES，WHICHAREONEOFTHEMOSTWONDERFULFORMSOFHIGHEREDUCATION，HAVEBECOMEMOREANDMORESIGNIFICANTANDHOWTOHANDLETHEEMPLOYMENTOFPRIVATECOLLEGEGRADUATESHASBECOMETHEPRIMARYCONCERNOFTHEDEVELOPMENTOFPRIVATEEDUCATIONASALLIMPORTANTPARTOFCOLLEGEGRADUATESCAREERGUIDANCE，IDEOLOGICALANDPOLITICALEDUCATIONSHOULDPLAYAUNIQUEROLEOFDEEPLYSTUDYINGTHEPRACTICALNEEDSOFPRIVATECOLLEGEGRADUATES，DRAFTINGSCIENTIFICANDRATIONALEDUCATIONALAPPROACH，F(xiàn)URTHERIMPROVINGTHEEFFECTIVENESSANDRELEVANCEOFIDEOLOGICALANDPOLITICALEDUCATIONINCOLLEGEGRADUATESCAREERGUIDANCEWITLLTHEGUIDEOFMARXISMLENINISM，MAOZEDONGTHOUGHT，DENGXIAOPINGTHEORYANDTHESCIENTIFICCONCEPTOFDEVELOPMENTANDWITHTHEBACKGROUNDOFBUILDINGAHARMONIOUSCAMPUS，THISPAPEREXPLAINSTHECONNOTATIONOFTHEIDEOLOGICALANDPOLITICALEDUCATIONANDTHECOLLEGEGRADUATESCAREERGUIDANCEANDPOINTSOUTTHERELATIONSHIPBETWEENTHESETWOTLLISPARTISTHELOGICALANDTHEORETICALBASISOFTHISPAPERTHENTHISPAPERANALYZESTHEPRESENTSITUATIONOFTHEIDEOLOGICALANDPOLITICALEDUCATIONINPRIVATECOLLEGEGRADUATESCAREERGUIDANCE，ANDFINDSOUTTHEURGENTLYNEEDEDBEINGSOLVEDNEWPROBLEMSFROMIT111ISPARTISTHEPRACTICALBASISOFTHISPAPERFINALLYTOSOLVETHESEPROBLEMS，THISPAPERPROPOSESTHECOUNTERMEASURESTOTHEIDEOLOGICALANDPOLITICALEDUCATIONINPRIVATECOLLEGEGRADUATESCAREERGUIDANCENLECOUNTERMEASURESAREPROPOSEDFROMTHREEASPECTSENHANCINGTHEFUNCTION，ENRICHINGTHECONTENTANDCONSTRUCTINGTHETEAMTHISPARTISTHELOGICALENDOFTHISPAPER111ECOLLEGEGRADUATESARETHEVALUABLEASSETOFOURPARTYANDCOUNTRYTOACHIEVETHEIRFULLEMPLOYMENTISTHEOBJECTIVEREQUIREMENTOFFULFILLINGTHESCIENTIFICCONCEPTN

簡(jiǎn)介：RESEARCHOFTHEDEVELOPMENTSTRATEGICOFHENANPIU、廠(chǎng)ATEHIGHEREDUCATIONINSTITUTES一一BASEDONSDCOLLEGEADISSERTATIONSUBMITTEDTOTHEGRADUATESCHOOLOFHENANUNIVERSITYINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOFMASTEROFSCIENCEBYYANGCUNBOSUPERVISORPROFLIJIEJUNE2012關(guān)于學(xué)位論文獨(dú)創(chuàng)聲明和學(xué)術(shù)誠(chéng)信承諾本人向河南大學(xué)提出碩士學(xué)位申請(qǐng)本人鄭重聲明所呈交的學(xué)位論文是本人在導(dǎo)師的指導(dǎo)下獨(dú)立完成的，對(duì)所研究的課題有新的見(jiàn)解據(jù)我所知，除文中特別加以說(shuō)明、標(biāo)注和致謝的地方外，論文中不包括其他人已經(jīng)發(fā)表或撰寫(xiě)過(guò)的研究成果，也不包括其他人為獲得任何教育、科研機(jī)構(gòu)的學(xué)位或證書(shū)而使用過(guò)的材料與我一同工作的同事對(duì)本研究所做的任何貢獻(xiàn)均已在論文中作了明確的說(shuō)明并表示了謝意在此本人鄭重承諾所呈交的學(xué)位論文不存在舞弊作偽行為，文責(zé)自負(fù)學(xué)位申請(qǐng)人學(xué)位論文作者簽名幽2012年鄉(xiāng)月／多日關(guān)于學(xué)位論文著作權(quán)使用授權(quán)書(shū)本人經(jīng)河南大學(xué)審核批準(zhǔn)授予碩士學(xué)位作為學(xué)位論文的作者，本人完全了解并同意河南大學(xué)有關(guān)保留、使用學(xué)位論文的要求，即河南大學(xué)有權(quán)向國(guó)家圖書(shū)館、科研信息機(jī)構(gòu)、數(shù)據(jù)收集機(jī)構(gòu)和本校圖書(shū)館等提供學(xué)位論文紙質(zhì)文本和電子文本以供公眾檢索、查閱本人授權(quán)河南大學(xué)出于宣揚(yáng)、展覽學(xué)校學(xué)術(shù)發(fā)展和進(jìn)行學(xué)術(shù)交流等目的，可以采取影印縮印，掃描和拷貝等復(fù)制手段保存匯編學(xué)位論文紙質(zhì)文本和電子文本涉及保密內(nèi)容的學(xué)位論文在解密后適用本授權(quán)書(shū)學(xué)位獲得者學(xué)位論文作者簽名幽2012年多月2日學(xué)位論文指導(dǎo)教師簽名2012年∥月乙日

簡(jiǎn)介：重慶大學(xué)碩士學(xué)位論文貴州大學(xué)理學(xué)院學(xué)生學(xué)籍成績(jī)管理系統(tǒng)姓名朱國(guó)懷申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)電子與通信工程指導(dǎo)教師曾孝平申兵20061001重慶大學(xué)碩士學(xué)位論文英文摘要ABSTRACTTHEPAPERIN仃ODUCESTHETASKOFTHESTUDENTSDATAMANAGEMENTSYSTEMFORCOLLEGEOFSCIENCEGB詘OUUNIVERSITYANALYZEITSFEASIBILITYDEMONSTRATERESOLVEBOTHHARDWAREANDSOTBHARE，ANDDIAGNOSESAPPLICATIONTHENTHEPAPERINTRODUCESTHETECHNIQUESTHATAREREQUIREDFORTHESYSTEMTHEMANAGEMENTSYSTEMISBASEDONB／S缸D1LLETHESYSTEMRUNSINSERVERCOMPUTERANDCLIENTCALLUSETHISSYSTEMIFITHASBROWSERTHESYSTEMUSEASPECIALCOMPUTERFORDATASERVEROTHERLONGDISTANCECOMPUTERSCALLVISITTHEDATAANDMAYADD’DELETE，AMENDINFORMATIONINTHEDATATHISSYSTEMINCLUDESMODULESINFORMATIONMANAGEMENTSCOREMANAGEMENTEXAMINATIONMANAGEMENTANDUSERMANAGEMENTANDTHESDMSACHIEVETHEMTHESYSTEM’SINTERFACEISGOODFORUSERITSATISFYREQUIREMENTFORSCHOOLADMINISTERTHESYSTEMREDUCESMANPOWERANDENHANCESINFORMATION’SVERACITYTHEPROJECTCOMESFROMCOLLEGEOFSCIENCEGNIZHOUUNIVERSITYNOWWORKISMANUANYCOMPLETEDBOTHADMINISTERANDSTUDENTS吐LINKITISVERYLROUBLESO，WEDEVELOPTHESYSTEMTHESYSTEMISACCOMPLISHEDBYTHETUTOR’SHELPKEYWORDSSTUDENTSDATAMANAGEMENTSYSTEMBROWSER／SERVERⅡ

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簡(jiǎn)介：浙江師范大學(xué)碩士學(xué)位論文關(guān)于教育管理學(xué)研究方法之研究姓名單敏申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)教育經(jīng)濟(jì)與管理指導(dǎo)教師楊天平20071222從歷史中尋找教育管理學(xué)研究方法體系構(gòu)成的痕跡。第三部分，教育管理學(xué)研究方法的體系建構(gòu)。這是本文的核心，前面第一、二部分的內(nèi)容都是為這個(gè)“核心”服務(wù)的。文章立足于教育管理學(xué)研究對(duì)象、研究性質(zhì)、學(xué)科屬性等方面的特性，在對(duì)研究方法進(jìn)行細(xì)致考察的基礎(chǔ)上，認(rèn)為“科學(xué)方法和哲學(xué)方法的統(tǒng)一”、“量的取向研究和質(zhì)的取向研究的統(tǒng)一”、“多學(xué)科研究和跨學(xué)科研究的統(tǒng)一”三者共同構(gòu)成了教育管理學(xué)研究方法體系，呈“三足鼎力”之勢(shì)。在具體闡述過(guò)程，遵循從“研究方法的涵義統(tǒng)一的依據(jù)統(tǒng)一的思路”這樣的路線(xiàn)逐漸演進(jìn)，進(jìn)而在兩種不同取向的研究方法之間構(gòu)建“統(tǒng)一”。另外，文章所指的“統(tǒng)一”不是“等同”、“同化”、“取代”，而是辯證法揭示的“對(duì)立統(tǒng)一”，是保持兩者相對(duì)獨(dú)立基礎(chǔ)上的統(tǒng)一。關(guān)鍵詞方法，研究方法，方法論，教育管理學(xué)研究方法II

簡(jiǎn)介：謹(jǐn)以此論文獻(xiàn)給關(guān)心指導(dǎo)我的導(dǎo)師、我親愛(ài)的家人、朋友們林永生月

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