研究生教育肩负着高层次人才培养和创新创造的重要使命，学术型硕士生学术融合,直接关系到培养质量和学术能力的提升。学术融合是个体在学术训练和学术活动参与过程中逐渐深化学术认知、厚植学术情感、修炼学术意志、践行学术行动，成长为专业学术人的过程。学术型硕士生个体只有夯实学术知识和能力，积极涵育学术价值认同和情感体验，充分调动攻克挑战的勇气与信念，主动加强学术努力和行为实践，才能积淀厚实的学术素养。

本研究借鉴已有文献，编制《学术型硕士生学术融合水平及影响因素调查问卷》，随机抽取来自全国多所高校共378名学术型硕士生进行问卷调查，同时抽取9位学术型硕士生进行半结构化访谈，分析发现：

第一，样本学生的学术融合得分均值为3.68，各维度得分由高到低分别为学术情感融合、学术认知融合、学术意志融合、学术行动融合。

第二，不同个体背景特征的样本学生学术融合水平存在差异。研一学生得分显著高于研二和研三学生；非跨专业读研的学生得分显著高于跨专业读研的学生；上一年学业成绩排名前25%的学生得分显著高于前50%、前75%和其他学生。

第三，个体背景特征、环境给养与样本学生的学术融合水平显著相关。在个体背景特征中，年级、读研所属科类、跨专业读研与否、学业成绩排名与学术融合水平显著相关；在环境给养中，院校给养、导师给养、同伴给养均与学术融合水平显著正向相关。

第四，针对样本学生的学术融合水平及特征，一要构建高质量学术融合培养体系，多方式贯通培养全过程，整体提升学术融合水平。增强学生学术行动融合的意愿和能力，提高学生学术意志融合的信心和毅力，锤炼学生学术认知融合的基础和本领，调动学生学术情感融合的热情和能量。二要加强对不同群体的针对性帮扶，有的放矢覆盖所有对象，增益学生学术融合。加强对高年级学生的引导与关怀，加强对跨专业读研学生的关注和帮助，加强对学业成绩处于低分段学生的关心和支持。三要完善学术制度保障，优化院校学术支持，营造学术研究氛围。加大导师指导强度，增进导学交流互动，形成可信可靠的学术共同体。促进同伴学术互助，发挥同侪榜样作用，深化朋辈情感支持。

本研究基于已有文献，搭建学术融合的分析框架，探索并拓展了学术融合的内涵和结构，进一步充实了学术融合的相关理论认识；聚焦于学术型硕士生群体，关注其学术融合的总体水平、差异性特征和影响因素，并基于研究结论提出建议，对于促进学术型硕士生学术融合有一定参考作用。

后续研究中将进一步完善设计，深化和细化研究结论；扩大样本量，增强研究结果的代表性；运用多种技术手段，增加面对面的线下访谈，深入探析学术融合的影响机制和改进策略。

Postgraduate education is responsible for the important mission of high-level talent cultivation and innovation creation, and academic integration of academic postgraduates is directly related to the improvement of cultivation quality and academic ability. Academic integration is a process in which individuals gradually deepen academic cognition, cultivate academic affection, strengthen academic volition and practice academic action in the process of participation in academic training and academic activities, and grow into professional academics. Only by consolidating academic knowledge and ability, actively cultivating academic value identity and emotional experience, fully mobilizing courage and conviction to overcome challenges, and actively strengthening academic efforts and behavioral practices, can academic postgraduates accumulate a strong academic quality.

Drawing on the existing literature, this study compiled the Questionnaire on Academic Integration Level of Academic Postgraduates and randomly selected a total of 378 academic postgraduates from several universities across China for the questionnaire survey, while 9 academic postgraduates were selected for semi-structured interviews. And the analysis results are as follows:

First, the mean value of academic integration score of the sample students is 3.68, and the scores of each dimension from high to low are academic affective integration, academic cognitive integration, academic volitional integration, and academic actional integration.

Second, there are differences in the level of academic integration among the sample students with different individual background characteristics. First-year students score significantly higher than second-year and third-year students; non-interdisciplinary students score significantly higher than interdisciplinary students; students in the top 25% of the previous year's academic performance score significantly higher than the top 50%, top 75% and other students.

Third, individual background characteristics and environmental support are significantly correlated to the level of academic integration of the sample students. Among the individual background characteristics, grade level, the category of study, interdisciplinary study or not, and academic achievement ranking are significantly correlated to the level of academic integration; among the environmental support, institutional support, mentor support, and peer support are all significantly and positively correlated to the level of academic integration.

Fourth, according to the level and characteristics of academic integration of the sample students, firstly, we should build a high-quality academic integration cultivation system, and improve the overall level of academic integration through the whole process of cultivation in multiple ways. Enhance students' willingness and ability of academic actional integration, improve students' confidence and perseverance of academic volitional integration, refine students' foundation and skills of academic cognitive integration, and mobilize students' enthusiasm and energy of academic affective integration. Secondly, we should strengthen the targeted support for different groups, targeted coverage of all objects, improving academic integration of students. Strengthen the guidance and care for senior students, strengthen the attention and help for interdisciplinary students, and strengthen the care and support for students whose academic performance is in the low score range. Thirdly, we should improve the academic system guarantee, optimize the academic support of institutions and create a supportive atmosphere for academic research. Increase the intensity of mentoring and guidance, enhance the interaction between mentors and students, and form a credible and reliable academic community. Promote peer academic mutual assistance, play the role of peer role models, and deepen peer emotional support.

Based on the existing literature, this study constructs an analytical framework of academic integration, explores and expands the connotation and structure of academic integration, and further enriches the theoretical understanding of academic integration; focuses on the academic postgraduates group, pays attention to their overall level of academic integration, differential characteristics and influencing factors, and proposes suggestions based on the findings, which are useful for promoting academic integration of academic postgraduates.

The follow-up study will further improve the design, deepen and refine the research findings; expand the sample size and enhance the representativeness of the research results; use various technical means and increase face-to-face offline interviews to deeply explore the influence mechanism and improvement strategies of academic integration.