發(fā)布時間：2018-03-19 09:12

  本文選題：導師制　切入點：本科生導師制　出處：《北京工業(yè)大學》2013年碩士論文　論文類型：學位論文

【摘要】：在高等教育大眾化步伐中，，為了進一步提升高等教育質量，提升高校人才培養(yǎng)水平，被譽為牛津皇冠上之寶石μ的導師制逐漸被引入我國本科教育階段。導師制強調教師對學生個體的針對性指導，是國外許多知名大學培養(yǎng)本科階段學生的重要形式之一。目前我國已有不少高校正在進行本科生導師制的改革探索，但相對于國外高校來說，我國本科生導師制的實踐起步晚，在實踐過程中，由于缺乏高層面綱領性指導以及對導師制內涵的深入挖掘，不同高校對于本科生導師制的解讀與實施方案各不相同，而且在制度建設方面并沒有加以重視，因此在本科生導師制的施行過程中產生了諸多問題。是不是給本科生配備了導師就是實行了本科生導師制？是不是新瓶裝舊酒，把本科生的課業(yè)指導、生活輔導教師改稱為導師μ就是實行了本科生導師制？本科生導師制促進學生個體水平提升的本質在何處？南橘北枳的現象如何在本科生導師制的借鑒過程中加以避免？ 基于這些疑問，可以采用新制度主義理論作為本科生導師制制度建設的研究視角，綜合運用歷史分析法、文獻研究法和實踐調查法，著重分析導師制的歷史發(fā)展與變革，從本源上分析本科生導師制的內涵。在此基礎上結合我國本科生導師制制度建設的發(fā)展歷程與現狀，提出促進我國本科生導師制制度建設的路徑與方法建議。 從起源與發(fā)展的過程上看，英國是導師制的發(fā)源地，而美國則將導師制系統(tǒng)引入本科教學階段并將其本土化，因此本研究系統(tǒng)地分析了這兩個國家的應用于本科階段的導師制制度建設的特點，從而得出本科生導師制的內涵：以任務為導向，以個別化引導為主要形式，以程序化規(guī)定為有力推手，以常態(tài)化規(guī)定為保障，意在提高學生能力的學校教學制度。 在理論探究的基礎上，通過詳細分析我國本科生導師制的產生、發(fā)展過程及其特點，同時通過問卷調查、訪談與思辨分析，可以將我國本科生導師制制度建設方面的問題歸結到斯科特制度定義框架的三個層面：本科生導師制規(guī)制缺失、制度內化困難、社會認同度較低。通過分析得知，為了促進我國本科生導師制制度建設，我們需要在制度規(guī)制的建立與形成、制度內容的認可與內化、制度環(huán)境的渲染與營造三個層面形成本科生導師制制度規(guī)制、規(guī)范和認知，最終使本科生導師制融入我國高校本科人才培養(yǎng)體系中去。
[Abstract]:In order to further improve the quality of higher education and raise the level of talent training in higher education, The tutoring system, known as the jewel 渭 on the Oxford crown, is gradually introduced into the undergraduate education stage in China. The tutorial system emphasizes the pertinence of teachers' guidance to individual students. It is one of the important forms for many famous universities to cultivate undergraduate students. At present, many colleges and universities in our country are exploring the reform of undergraduate tutoring system, but the practice of undergraduate tutorial system in our country starts late compared with foreign universities. In the process of practice, due to the lack of high-level programmatic guidance and in-depth exploration of the connotation of the tutorial system, different colleges and universities have different interpretations and implementation schemes for the undergraduate tutorial system, and they have not paid much attention to the system construction. Therefore, there are many problems in the implementation of undergraduate tutorial system. Is the new bottle of old wine, the undergraduate teaching guidance, life guidance teachers renamed as tutors 渭 is the implementation of undergraduate tutors system? Where is the essence of undergraduate tutorial system to promote the improvement of students' individual level? How to avoid the phenomenon of orange and trifoliate orange in the reference process of undergraduate tutoring system? Based on these questions, we can use the new institutionalism theory as the research angle of undergraduate tutorial system construction, comprehensively use the historical analysis method, the literature research method and the practice investigation method to analyze the historical development and reform of the tutorial system. On the basis of analyzing the connotation of undergraduate tutorial system from the source, combining the development course and present situation of undergraduate tutorial system construction in our country, the paper puts forward the path and method suggestion to promote the undergraduate tutorial system construction in our country. From the origin and development of the process, the United Kingdom is the birthplace of the tutorial system, while the United States will introduce the tutorial system into the undergraduate teaching stage and localization. Therefore, this study systematically analyzes the characteristics of the tutorial system construction in the undergraduate stage of these two countries, and concludes the connotation of the undergraduate tutorial system: task-oriented, individualized guidance as the main form. The school teaching system is designed to improve the students' ability by taking the procedure regulation as the force pushing hand and the norm stipulation as the safeguard. On the basis of theoretical research, through the detailed analysis of the emergence, development process and characteristics of the tutorial system of undergraduate students in China, and through questionnaires, interviews and speculative analysis, The problems in the construction of undergraduate tutorial system in China can be attributed to the three levels of Scott system definition framework: the undergraduate tutorial system is not regulated properly, the system is difficult to internalize, and the degree of social identity is low. In order to promote the construction of undergraduate tutorial system in China, we need to establish and form the system regulation, the recognition and internalization of the system content, and the rendering and construction of the institutional environment to form the undergraduate tutorial system regulation, norm and cognition. Finally, the tutorial system of undergraduate students should be integrated into the cultivation system of undergraduate talents in colleges and universities of our country.
【學位授予單位】：北京工業(yè)大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G642.0

【引證文獻】

相關期刊論文 前2條

1 張強;紀磊;郭傳友;宋運賢;吳曉敏;;關于推進和完善地方高校本科生導師制的幾點思考[J];赤峰學院學報(自然科學版);2017年04期

2 孫榮進;鄢紅春;謝勇;;湖北醫(yī)藥學院中藥制藥專業(yè)綜合改革[J];中國醫(yī)藥導報;2016年16期

相關碩士學位論文 前1條

1 馬靖;中國高校本科生導師制變革初探[D];華東理工大學;2016年

本文編號：1633607