Cross-border And Integration:Research On Interdisciplinary Training Model Of Graduate Students In Stanford University

In the 21st century,with the rapid development of the knowledge economy and the trend of the integration of science and the increasing complexity of the real problems that need to be solved in modern society,the in-depth development of traditional single disciplines and the training mode of "experts" for graduates with a single discipline have been difficult to meet the needs of contemporary science and technology and social development,the training of multi-disciplinary and innovative talents is increasingly important.The universities,especially research universities in China,are exploring the interdisciplinary training of graduate students on the basis of the traditional single-disciplinary training mode,but they are still in the initial exploration stage and lack a clear and complete strategic plan,so that the interdisciplinary training mode is not clear and mature enough.Stanford University in the United States conducts graduate interdisciplinary training according to its own characteristics,and has extensively set up graduate interdisciplinary degree programs to form a relatively clear and mature graduate interdisciplinary training model,which has certain reference significance for the reform and optimization of the graduate interdisciplinary training model in China.This research takes China's "2011 plan" and "double first-class" construction as the background,and uses the knowledge production model theory and system theory as the theoretical basis,and comprehensively uses research methods such as literature research,historical research,case analysis,and comparative research.Systematically review the development process of graduate interdisciplinary training at Stanford University in the United States,and analyze in depth the interdisciplinary training model of graduate students at Stanford University in the United States through specific cases from five dimensions:training goals,enrollment,training content,training methods and quality evaluation.This study summarizes the main characteristics of the interdisciplinary training model for graduate students at Stanford University in the United States.Through these studies,we can provide experience for the reform and optimization of the interdisciplinary training model for graduates in China.In addition to the introduction and conclusion,this research is also including four parts:The first part is the development of interdisciplinary training of graduate students at Stanford University.This part divides the historical development of graduate interdisciplinary training at Stanford University into three stages:"start-up period","development period" and "maturity period",details the historical background and development status of each stage,and summarizes the historical laws of the development of interdisciplinary training of graduate students at Stanford University,and explores its evolutionary logic.The second part is an analysis of the interdisciplinary training model of graduate students at Stanford University.In this part,representative cases of three different organizational forms are selected:"Modern Thought and Literature Interdisciplinary Education Project","Neuroscience Interdisciplinary Education Project" and"Mathematics and Computational Finance Interdisciplinary Education Project",interprets the graduate training model of Stanford University from five dimensions:training goals,enrollment,training content,training methods and quality evaluation,and deeply understands the effective operation of Stanford graduate training model.The third part is the main characteristics of the interdisciplinary training model for graduate students at Stanford University.This part is based on the historical evolution and model analysis of the interdisciplinary training of graduate students at Stanford University in the United States,and summarizes the main characteristics of the interdisciplinary training model of graduate students at Stanford University in the United States:problem-oriented,continuous training throughout;multiple forces participation,highlighting synergy effects;Comprehensive research system,promote comprehensive development;flexible organization,achieve resource sharing.The fourth part is the local reference of the interdisciplinary training model for graduate students at Stanford University.This section aims at the problems existing in the interdisciplinary training of graduate students in China,and draws on the experience of the graduate interdisciplinary training model of Stanford University in the United States.This section proposes the enlightenment and reference for the interdisciplinary training of graduate students in China:clearly strengthening the concept of interdisciplinary training,adjusting and optimizing the multi-agent participation mechanism,integrating and enriching the curriculum and practice system,and innovating and diversifying organizational forms.