目录 上篇 理论建构 第一章 我国研究生教育的管理变革 3 第一节 研究生教育管理的发展历程与审视 3 第二节 信息技术对研究生教育管理的影响 18 第三节 数智技术赋能研究生教育管理 29 第二章 研究生教育管理组织创新 36 第一节 研究生教育管理组织的发展历程与审视 36 第二节 数智时代对研究生教育管理组织的影响 59 第三节 数智时代研究生教育管理组织创新 65 第三章 数智时代研究生教育治理体系构建 77 第一节 研究生教育治理体系和治理模式演变 77 第二节 数智时代研究生教育治理理念 82 第三节 数智时代研究生教育治理要素 88 第四节 数智时代研究生教育治理体系 99 第四章 数智时代研究生教育资源配置的新模式 111 第一节 研究生教育资源配置的发展历程与审视 111 第二节 数智时代研究生教育资源配置机制构建 129 第三节 数智时代研究生教育资源配置模式变革 134 第五章 信息技术赋能研究生教育发展规划 140 第一节 研究生教育发展规划的概念内涵与历史审视 140 第二节 研究生教育发展规划编制的理论依据与指导思想 148 第三节 研究生教育发展规划编制的方法变革与流程再造 155 下篇 管 理 实 务 第六章 数智时代的研究生教育知识管理 167 第一节 大学知识管理的发展历程及审视 167 第二节 知识管理视域下研究生教育的发展 176 第三节 数智时代基于知识管理的研究生教育发展 181 第七章 数智时代研究生教育评估的新范式 193 第一节 研究生教育评估的历程与审视 193 第二节 数智技术对研究生教育评估的影响 205 第三节 数智环境下研究生教育评估范式的转型 215 第八章 数智时代研究生教育监测评估 226 第一节 数智时代认识与实践论的新发展 226 第二节 数智时代研究生教师教学监测评估的理论意涵 232 第三节 研究生教师教学监测评估的一般方法 239 第四节 研究生教师教学监测评估建模与实证 244 第九章 数智时代博士学位授权审核决策场景构建 261 第一节 我国博士学位授权审核的历史演进 261 第二节 我国博士学位授权审核的决策逻辑 267 第三节 我国博士学位授权审核决策瓶颈和要素 273 第四节 数智背景下博士学位授权审核决策场景构建 279 后记 289 Contents Part 1：Theoretical Construction Chapter 1 Graduate Education Management Transformation in China 3 1.1 The development and review of graduate education management 3 1.2 The impact of information technology on graduate education management 18 1.3 Digital intelligence technology endowed graduate education management 29 Chapter 2 Organizational Innovation of Graduate Education Management 36 2.1 The development and review of graduate education management organization 36 2.2 The impact of digital intelligence on the graduate education management organization 59 2.3 Organizational innovation of graduate education management in the digital intelligence era 65 Chapter 3 The Construction of Graduate Education Governance System in the Digital Intelligence Era 77 3.1 The evolution of graduate education governance system and governance model 77 3.2 The conception of postgraduate education governance in digital intelligence era 82 3.3 Elements of postgraduate education governance in digital intelligence era 88 3.4 Graduate education governance system in digital intelligence era 99 Chapter 4 New Mode of Graduate Education Resource Allocation in Digital Intelligence Era 111 4.1 The development and review of graduate education resource allocation 111 4.2 Construction of graduate educational resource allocation mechanism in digital intelligence era 129 4.3 Transformation of graduate education resource allocation mode in digital intelligence era 134 Chapter 5 Graduate Education Development Planning with Information Technology 140 5.1 Conceptual connotation and historical review of graduate education development planning 140 5.2 Theoretical basis and guideline of graduate education development planning 148 5.3 Method transforming and process reengineering of graduate education development planning 155 Part 2：Management Practice Chapter 6 Graduate Education Knowledge Management in Digital Intelligence Era 167 6.1 The development and review of university knowledge management 167 6.2 Graduate education development in the perspective of knowledge management 176 6.3 Knowledge management based graduate education development in digital intelligence era 181 Chapter 7 New Paradigm of Graduate Educational Evaluation in Digital Intelligence Era 193 7.1 The process and review of graduate education evaluation 193 7.2 The impact of digital intelligence technology on graduate education evaluation 205 7.3 The transformation of graduate education evaluation paradigm in digital intelligence era 215 Chapter 8 Monitoring Evaluation of Graduate Education in Digital Intelligence Era 226 8.1 New development of cognition and practice in digital intelligence era 226 8.2 Theoretical implication of graduate teaching monitoring evaluation in digital intelligence era 232 8.3 General methods of teaching monitoring evaluation for graduate teachers 239 8.4 Modeling and demonstration of graduate teachers’ teaching monitoring evaluation 244 Chapter 9 Construction of Doctoral Degree Awarding Institute and Discipline Assessment Scenario in Digital Intelligence Era 261 9.1 The historical evolution of doctoral degree awarding institute and discipline assessment in China 261 9.2 Decision-making logic of doctoral degree awarding institute and discipline assessment 267 9.3 Bottleneck and factors of doctoral degree awarding institute and discipline assessment decision-making 273 9.4 Scenario construction of doctoral degree awarding institute and discipline assessment decision-making with digital intelligence 279 Postscript 289
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