博士生教育是国民教育体系的最高端，承载着发展新知、培养未来学者的重要作用。博士生阶段是学者社会化的初步阶段，对博士生学术发展至关重要。随着我国博士生教育迅速发展，博士生培养质量问题日益凸显，如读博动机不纯、缺乏学习热情等。“知之者不如好之者，好之者不如乐之者”，学术志趣为博士生学习提供了长久的动力之源，如何培养博士生学术志趣、提高学术热情、激发其内在学习动机，成为博士生培养过程中的重要议题。本研究主要采用问卷调查法和访谈法，利用“清华大学研究生学习与发展调查问卷”2014级博士生调查数据进行分析，并通过对博士生整个学习经历和体验的追溯，深入挖掘和探索博士生学术志趣的形成、发展乃至转变的过程，并着重考察课题组、实验室等科研团队在博士生学术志趣养成中的作用及影响机制。通过实证研究发现：第一，直博生学术志趣水平显著低于统考入学的博士生；基础文科博士生学术志趣显著高于应用文科、基础理科和应用理科三个学科类型的博士生。科研团队各维度与博士生学术志趣水平均呈显著相关。多元回归分析显示，在控制性别、是否毕业生、是否清华本科毕业、学科及不同入学方式这些输入性变量的情况下，读博动机中内在驱动对于学术志趣水平有显著正向影响，而外在驱动则没有显著影响；科研团队各维度对学术志趣水平有显著正向影响，其中生师互动影响最大，团队氛围次之，个人投入和支持环境影响较小。第二：博士生学术志趣形成发展过程存在萌芽期、形成期、读博选择、转折期等关键时间点。学术志趣源于对某一领域或学科的朦胧兴趣及对自我潜能的认知。学术志趣形成于第一次真正接触学术研究的经历，这一过程使得学术研究去神秘化。读博选择是志大于趣的综合考量。转折期决定博士生是成长为一名学术人，还是失意退场、选择退出学术圈的关键在于内在学术认同和外部正向反馈。第三：科研团队为学术志趣的萌芽提供了土壤，作为团队核心的导师对博士生学术志趣有着最为重要的影响，具体表现为既提供一定训练和指导又给予一定自由探索空间、在博士生遇到科研瓶颈时能够包容失败、导师治学态度的感染等几方面；同伴交往通过群体压力、榜样效应和情感支持影响博士生学术志趣；支持环境通过影响博士生对团队的认同感和归属感间接影响其学术志趣。

Doctoral education is the top of the national education system, bearing the important role of developing new knowledge and cultivating future scholars. The doctoral stage is the initial stage of socialization of scholars, which is of great importance to the academic development of doctoral students. With the rapid development of doctoral education in China, the quality of doctoral education has become more and more prominent, such as the impure motivation and lack of enthusiasm for study. "Choose a job you love, and you will never to work a day in your life." Academic aspiration and interest provides a long-term source of motivation for doctoral students’ study. How to cultivate doctoral student’ academic aspiration and interests, enhance their academic enthusiasm, and stimulate their intrinsic learning motivation, is becoming an important topic in the process of doctoral training.This research mainly uses the questionnaire and interview method. Based on the 2014 survey data of "The Study and Development of Tsinghua University Postgraduate" project, and through retrospecting the doctoral students’ entire learning experience, this paper explores the forming, developing and even changing process of doctoral students’ academic aspiration and interest, especially focuses on the role and influence mechanism of scientific research teams, such as research groups and laboratories. Through empirical research, we find that:First, the academic aspiration and interest level of the abachlor-straight-to-doctorate student is significantly lower than that of the doctoral students enrolled in the general examination, and the academic aspiration and interest of the doctoral students in the basic arts is significantly higher than that in the applied arts, basic science and applied science. Each dimension of scientific research team is significantly related to the academic aspiration and interest level of doctoral students. Multiple regression analysis showed that in the case of controlling gender, whether graduates, whether or not Tsinghua University graduate, subjects and different entry methods of these input variables, the internal motivation has a significant positive impact on the academic aspiration and interest level. However, the external drive has no significant effect. And each dimension of the research team has a significant positive impact on academic aspiration and interest level, in which the supervisor-doctoral student interaction cause the greatest influence, the team atmosphere is the second, and the impact of personal input and support environment is small.Second, there are several key time points in the process of the formation and development of doctoral students’ academic aspiration and interest, such as budding period, forming period, making pursue Ph. D. decision, transition period and so on. Academic aspiration and interest stems from a vague interest in a field or discipline and a perception of self-potential. Academic aspiration and interest is formed in the first real contact with academic research, this process makes academic research demystified. The choice of pursuing a PhD degree is a comprehensive consideration of ambition more than interest. The key of choosing to quit the academic circle lies in the internal academic identity and external positive feedback.Third, the scientific research team provides the soil for the sprout of academic aspiration and interest. As the core of the team, the tutor has the most important influence on the academic aspiration and interest of doctoral students. When Ph.D. students meet the bottleneck of scientific research, they can tolerate failure, infection of mentors’ attitude towards learning and so on. Peer interaction influences doctoral students’ academic aspiration and interests through group pressure, role model effect and emotional support. The supporting environment indirectly affects the academic aspiration and interests of doctoral students by influencing their sense of identity and belonging to the team.