美国教育博士培养“学术化”问题的改革和探索———以范德堡大学教育学院为例

Reforms and Explorations on the Problem of “Philosophization” in the Doctor of Education Programs in America ———Taking Peabody College in University of Vanderbilt as an example

美国教育博士（Ed.D）培养的“学术化”问题即教育博士与教育学哲学博士（Ph.D）在培养模式上趋同的问题比较突出，美国教育博士培养机构对此进行了一系列改革。范德堡大学教育学院从培养目标、招生录取、课程设置、教学模式、教学师资、学位授予等方面改革了教育博士的培养模式。通过对其教育博士和教育学哲学博士培养模式的比较研究，我们可以进一步深化理解教育博士培养的专业学位特性。

The problem of “philosophization”that the Doctor of Education programs are increasingly similar to those of Doctor of Philosophy in Education has become so prominent in America that those institutions involved have conducted a series of reforms about it. Peabody College in University of Vanderbilt has reformed its cultivating model of Doctor of Education in many aspects，covering the education goal，the admission requirements，the curriculum provision，the teaching approach，the teaching faculty and the degree granting. This paper explores the reforms in comparison to Doctor of Philosophy in Education，with the purpose of better understanding of the professionalism of professional degree education.