作为国家高素质人才，硕士研究生科研能力的培养一直是研究生教育的关键内容，而科研能力水平的高低，主要体现在其科研产出上。在科研产出过程中，硕士研究生的需求与感受尚不清楚。本文对316名被试者进行测查，发现硕士研究生的科研获得感包含客观获得认知和价值认同两成分，且科研获得感高的个体在项目开发过程中知识共享意愿强，科研压力低。因此，学校、老师和家长应帮助硕士研究生树立正确的科研认知，并给予其支持以提高科研获得感水平。 For a long time, postgraduates have been regarded as high-quality talent in our country and for this reason improving postgraduates’ research-related ability has always been a critical part of postgraduate education. That is also exactly why the research-related outcome produced by them always was applied to measure their R&D ability. But recent studies did not reveal the feeling and demand of postgraduates when they participated in research-related activities. So, based on the investigation of 316 participants, this study confirmed that the objective cognition of acquirement and value identification are two main components of postgraduate’s sense of gain, and postgra-duates who hold a higher and more actual sense of research gain are usually willing to voluntarily share their knowledge and experiences with others but unlikely getting too stressed during pro-cession of a certain R&D project. Thus, we advocated that the school, the tutor and parent should help postgraduates to build good research-related cognition and give them support to improve their sense of gain.
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机译：作为国家高素质人才，硕士研究生科研能力的培养一直是研究生教育的关键内容，而科研能力水平的高低，主要体现在其科研产出上。在科研产出过程中，硕士研究生的需求与感受尚不清楚。本文对316名被试者进行测查，发现硕士研究生的科研获得感包含客观获得认知和价值认同两成分，且科研获得感高的个体在项目开发过程中知识共享意愿强，科研压力低。因此，学校、老师和家长应帮助硕士研究生树立正确的科研认知，并给予其支持以提高科研获得感水平。 For a long time, postgraduates have been regarded as high-quality talent in our country and for this reason improving postgraduates’ research-related ability has always been a critical part of postgraduate education. That is also exactly why the research-related outcome produced by them always was applied to measure their R&D ability. But recent studies did not reveal the feeling and demand of postgraduates when they participated in research-related activities. So, based on the investigation of 316 participants, this study confirmed that the objective cognition of acquirement and value identification are two main components of postgraduate’s sense of gain, and postgra-duates who hold a higher and more actual sense of research gain are usually willing to voluntarily share their knowledge and experiences with others but unlikely getting too stressed during pro-cession of a certain R&D project. Thus, we advocated that the school, the tutor and parent should help postgraduates to build good research-related cognition and give them support to improve their sense of gain.
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