Abstract： Currently, for better cultivating the innovative spirit and ability of doctoral students, constantly improving the quality of doctoral students, we have to deepen the education reform, and the correct understanding of doctoral students′ cultivation especially the curriculum reform is its premise. In this regard, we need to reflect on the following aspects. First, the management and training of doctoral students according to the firstlevel discipline are two different categories, which can not be simply assimilated, that is to say, the complexity and diversity in the training process shouldn′t be simplified by management thinking. Second, whether in terms of history or reality, the key link of doctoral education is not curriculum but scientific research training. It is the responsibility of undergraduate and master′s education to provide a common knowledge base for doctoral education. The power of doctoral training and curriculum design lies in the grassroots training units rather than the administrative departments. Third, although in different periods, substantive and formal functions make inquiry and personalized graduate curriculum teaching one of the graduate training processes, it is to clarify the training objectives that is problem of training doctoral students in our country, rather than the curriculum construction. For this reason, the relevant practices of Teachers College of Columbia University may be worthy of our reference.
2020, Vol. 14 
