不论是满足国家重大发展需求、实现科技创新重要突破，还是解决社会复杂问题，都离不开具有自主研究意识与研究创新能力的高层次人才。博士生教育尤其是学术型博士生教育作为高层次人才培养的主阵地，在人才自主培养方面的战略地位越来越重要。目前，有关学术型博士生自主研究能力的理论认识尚待深化，学术型博士生在自主研究能力方面暴露的现实问题，以及培养环境方面的实际情况也亟待分析。

本研究从“学术型博士生的自主研究能力如何形成”这一关键问题入手，明晰学术型博士生自主研究能力的理论内涵，提炼自主研究能力形成的规律性特征，剖析博士生自主研究能力的实践培养情况，以期为促进学术型博士生主体发展、优化培养环境提供理论参考。

本研究运用访谈法、问卷调查法，访谈了12位博士生导师、35位博士毕业生与学术型博士生，对1000名学术型博士生展开了问卷调查。研究基于特质激活理论、自我决定理论和研究能力发展理论，深入挖掘质性访谈资料与问卷调查数据，构建了学术型博士生自主研究能力的概念模型，剖析了学术型博士生自主研究能力的现状水平，提出了自主研究能力形成的作用机理、演进轨迹，以及相应的逻辑和策略。主要的研究发现概述如下。

第一，自主研究能力指学术型博士生在学术研究情境中自主开展并完成相应工作任务时表现出的综合特征，是博士生研究自主与研究能力的有机结合体，包括自我驱动力、自发洞察力、自觉审辩力、自律执行力4个主要维度，具体划分为9个二级维度和18个能力要素。

第二，学术型博士生自主研究能力的主观评价，总体处于中等以上水平，在性别、学科类型、年级、学校类型4方面存在显著差异。同时，学术型博士生的自主研究能力主要存在问题意识薄弱，学术分析与判断力欠缺；理论基础未夯实，理论思考与创新力不够；高阶方法素养不佳，持续投入与深度探究力不足；自我约束力不强，高效执行力有待提升等问题。

第三，学术型博士生自主研究能力的形成，受个体特质、读博情境、心理需求、行为实践四个方面因素的综合影响，个体特质发挥基础作用、读博情境发挥支持作用、心理需求发挥调适作用、行为实践发挥确证作用。个体特质方面，学术天赋提供智识基础，以学术兴趣为代表的原创性动机提供动力基础；读博情境方面，任务考核情境、文化活动情境、指导互动情境及自主研究情境，分别提供规范性支持、氛围性支持、专业性支持与情感性支持、条件性支持；心理需求方面，自主心理需求、胜任心理需求和关系心理需求，分别发挥调节、调整与适应作用；行为实践方面，行为实践经历及行为实践收获，分别发挥过程性检验与结果性反馈的作用。

第四，学术型博士生的研究自主表现为应对式自主、行动式自主、反思性自主、系统性自主四个水平，研究能力表现为边缘性参与及体验、操作性知识与技能习得、缄默性知识与思维养成、原创性探索与学术创新四个水平；学术型博士生的自主研究能力在研究自主与研究能力的水平提升、层次进阶、交互整合过程中形成，主要经过观察感知、专业准备、独立实践、整合专通四个阶段，整体呈现持续交互整合及螺旋上升的演进轨迹。

第五，学术型博士生自主研究能力的形成，呈现出在个体特质的基础水平上蓄势、在读博情境的牵引支持下激活、在心理需求的匹配满足中提升、在行为实践的调节激励中强化的作用逻辑；以及研究自主与研究能力并行交互、能力累积与能力突变共存交错、个性化与社会化嵌套交织的演进逻辑。

基于上述发现，提出相应的对策建议。为促进学术型博士生自主研究能力的形成，博士生培养单位应增设博士新生摸底测验环节，强化天赋动机个性特征的学情分析；完善博士生培养的各类情境，优化牵引性与支持性并重的培养氛围。博士生导师应满足学术型博士生的心理需求，提供及时有效、高度匹配的学术指导。学术型博士生应充分调动主体能动性，加强高质量投入与自主研究行动。此外，博士生培养单位、博士生导师和博士生，都应推动研究自主与研究能力同步培养，探索系统化学术训练与高峰研究兼容并蓄，促进学术社会化与学术个性化协调发展。

Whether it is to meet the country’s major development needs, make significant breakthroughs in scientific and technological innovation, or solve complex social problems, high-level talents with autonomy research awareness and innovation capabilities are required. Doctoral education, especially academic doctoral education, as the main battlefield of high-level talent cultivation, plays an increasingly prominent strategic position in the autonomous cultivation of high-level autonomous research talents. At present, the theoretical understanding of academic doctoral students' autonomous research ability needs to be deepened, and the realistic problems exposed by academic doctoral students in the autonomous research ability and the actual situation of the training environment need to be analyzed. Started with the question of "How is the autonomous research ability of academic doctoral students formed", this study clarified the theoretical connotation of academic doctoral students' autonomous research ability, distilled the regularity and characteristics of the formation of autonomous research ability,  and analyzed the practical training situation of academic doctoral students' autonomous research ability, with a view to providing  theoretical reference for promoting the development of academic doctoral students and optimizing the training environment.

In this study，12 doctoral supervisors, 35 doctoral graduates and academic doctoral students were interviewed by interviews and questionnaires, and 1000 academic doctoral students were surveyed by questionnaires. Based on the trait activation theory, self-determination theory and the research skill development Framework, this study deeply analyzed and excavated qualitative interview data and questionnaire data, constructed a theoretical conceptual model of academic doctoral students' autonomous research ability, analyzed the  current level and influencing factors of academic doctoral students' autonomous research ability, and summarizes the mechanism, evolution trajectory, logic and strategy of the formation of doctoral students' autonomous research ability.

This study found that: firstly, academic doctoral students' autonomous research ability refers to the comprehensive characteristics shown by doctoral students when they autonomously carry out and complete corresponding tasks in the context of academic research. It is an organic combination of doctoral research autonomy and research ability. Specifically, it includes four main dimensions of self driving force, spontaneous insight, conscious judgment, and autonomous execution, nine secondary dimensions, and 18 ability elements.

Secondly, the subjective evaluation of autonomous research ability of the academic doctoral students is generally above the medium level, and there are significant differences in gender, subject type, grade and school type.At present, the academic doctoral students mainly face relative difficulties: weak consciousness of the problem of autonomous research ability and lack of academic analysis and judgment. Theoretical foundation is not solid, theoretical thinking and innovation ability is not enough; The quality of high-level method is not good, and the ability of continuous investment and deep inquiry is insufficient. Self-binding force is not strong, and efficient execution needs to be improved.

Thirdly, the formation of autonomous research ability of academic doctoral students is comprehensively influenced by four factors: individual traits, doctoral context, psychological needs and behavioral practice. Individual traits play a basic role, doctoral context plays a supporting role, psychological needs play a adjusting role, and behavioral practice plays a confirming role. During the process ，In terms of individual traits, academic talent provides intellectual basis ,and originality motivation represented by academic interest provides power basis; In terms of doctoral context, task assessment context, cultural activity context, guidance interaction context and autonomous research context respectively provide normative support, atmospheric support, professional support, emotional support and conditional support. In terms of psychological needs, autonomous needs, competence needs and relatedness needs play the role of adjustment, adjustment and adaptation respectively. In terms of behavior practice, the experience and harvest of research behavior play the role of process test and result feedback respectively.

Fourthly, the research autonomy of academic doctoral students consists of four levels: coping autonomy, action autonomy, reflective autonomy and systematic autonomy. The research ability consists of four levels: marginal participation and experience, operational knowledge and skill acquisition, tacit knowledge and thinking cultivation, original exploration and academic innovation. The autonomous research ability is formed in the process of interactive integration of research autonomy and research ability, which basically goes through four stages: observation and perception, professional preparation, independent practice and integration and specialization, and shows a continuous interactive integration and spiraling evolution trajectory.

Fifthly, the formation of autonomous research ability of academic doctoral students shows the function logic of building up momentum on the basis of individual characteristics, activating under the traction and support of doctoral study context, improving in the matching and satisfying of psychological needs, and strengthening in the adjustment and incentive of behavioral practice; And the evolution logic of the parallel interaction of research autonomy and research ability, the coexistence and interleaving of ability accumulation and mutation, and the nesting and interweaving of individuation and socialization.

Based on the above findings, corresponding countermeasures and suggestions are put forward. In practice, to promote the formation of autonomous research ability of academic doctoral students, doctoral training units should add the preliminary test for new doctoral students to strengthen the analysis of personality characteristics of gift and motivation; to improve the various situations of doctoral students training , and optimize the training atmosphere of both traction and support; Doctoral supervisors should meet the psychological needs of academic doctoral students and provide timely, effective and highly matched academic guidance; Academic doctoral students should fully mobilize the subjective initiative, strengthen high-quality input and autonomous research actions.  In addition, doctoral training units, doctoral supervisors and doctoral students should promote the simultaneous cultivation of research autonomy and research ability, explore the integration of systematic academic training and peak research experience, and promote the coordinated development of academic socialization and academic individuation.