20世紀(jì)80年代以來美國“以學(xué)生為中心”本科教學(xué)改革研究
發(fā)布時間：2018-10-15 07:38
【摘要】：20世紀(jì)中期美國學(xué)者提出了“以學(xué)生為中心”的本科教育理念,引發(fā)了本科教育教學(xué)基本觀念、教學(xué)模式、課程內(nèi)容和教學(xué)管理的系列變革,給高等教育帶來了巨大影響。20世紀(jì)80年代以來,美國高等教育對“以學(xué)生為中心”本科教學(xué)進(jìn)行了積極地探索和實踐,在教學(xué)改革過程中,通過改變教師評價機(jī)制、重視本科生參與科研、推廣探究性教學(xué)、加強跨學(xué)科課程、凸顯學(xué)生事務(wù)管理的服務(wù)理念,體現(xiàn)了“以學(xué)生為中心”的教育教學(xué)理念。從教學(xué)改革的成效來看,重視本科生參與科研,提升了本科生的科研能力；推廣探究性教學(xué)模式,激發(fā)了學(xué)生的學(xué)習(xí)積極性；加強跨學(xué)科課程,拓寬了學(xué)生的知識領(lǐng)域；服務(wù)性學(xué)生事務(wù)管理,凸顯了學(xué)生的主體性。通過借鑒美國“以學(xué)生為中心”本科教學(xué)改革的成效,結(jié)合我國本科教學(xué)發(fā)展現(xiàn)狀,有針對性地提出了一些啟示。 緒論部分是本文的主體線索,闡述了研究緣由和研究的意義,通過分析和整理國外和國內(nèi)“以學(xué)生為中心”教育教學(xué)相關(guān)方面的研究現(xiàn)狀,提出了論文的研究思路。 第一部分,分析了20世紀(jì)80年代美國開始“以學(xué)生為中心”本科教學(xué)改革實踐的背景,主要包括：前期“以學(xué)生為中心”的教學(xué)理論探究,20世紀(jì)80年代美國本科教育面臨的現(xiàn)實困境,現(xiàn)代教育技術(shù)的支撐。 第二部分,總結(jié)了20世紀(jì)80年代以來美國高校開展“以學(xué)生為中心”教學(xué)改革的主要措施,包括五個方面：改變教師的評價機(jī)制,重視本科生參與科研,推廣探究性教學(xué)模式,加強跨學(xué)科課程,凸顯學(xué)生事務(wù)管理的服務(wù)理念。 第三部分,主要對美國20世紀(jì)80年代以來“以學(xué)生為中心”本科教學(xué)改革的成效以及面臨的問題展開分析。 第四部分,結(jié)合我國高等本科教育教學(xué)改革的實際情況,分析了美國80年代以來“以學(xué)生為中心”本科教學(xué)改革實踐對我國的啟示。
[Abstract]:In the middle of the 20th century, American scholars put forward the idea of "student-centered" undergraduate education, which led to a series of changes in the basic concept, teaching mode, curriculum content and teaching management of undergraduate education. Since 1980s, American higher education has been actively exploring and practicing "student-centered" undergraduate teaching. In the process of teaching reform, teachers' evaluation mechanism has been changed. Paying attention to undergraduate students' participation in scientific research, popularizing inquiry teaching, strengthening interdisciplinary courses, highlighting the service idea of student affairs management, embodies the educational and teaching idea of "student-centered". From the effect of teaching reform, we should pay attention to undergraduate students' participation in scientific research, improve their scientific research ability, popularize the mode of inquiry teaching, stimulate students' enthusiasm in learning, strengthen interdisciplinary courses and broaden students' fields of knowledge. Service student affairs management highlights the subjectivity of students. By drawing lessons from the achievements of the undergraduate teaching reform in the United States, combining with the present situation of undergraduate teaching in China, this paper puts forward some enlightenments in the light of the current situation of the development of undergraduate teaching in China. The introduction part is the main clue of this paper, expounds the research reason and the significance of the research, through the analysis and arrangement of foreign and domestic "student-centered" education and teaching related research status, put forward the research ideas of the paper. The first part analyzes the background of the undergraduate teaching reform in the United States, which began to be student-centered in the 1980s. It mainly includes: the earlier teaching theory of "student-centered", the realistic predicament faced by American undergraduate education in 1980s, and the support of modern educational technology. The second part summarizes the main measures of "student-centered" teaching reform in American universities since 1980s, including five aspects: changing the evaluation mechanism of teachers, attaching importance to undergraduate students' participation in scientific research, and popularizing the inquiry teaching model. Strengthen the cross-disciplinary curriculum, highlight the service concept of student affairs management. The third part mainly analyzes the effectiveness and problems of the undergraduate teaching reform of "student-centered" since the 1980s in the United States. The fourth part, combined with the actual situation of higher education teaching reform in China, analyzes the enlightenment to our country from the practice of "student-centered" undergraduate teaching reform since the 1980s in the United States.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G649.712
本文編號：2271824
[Abstract]:In the middle of the 20th century, American scholars put forward the idea of "student-centered" undergraduate education, which led to a series of changes in the basic concept, teaching mode, curriculum content and teaching management of undergraduate education. Since 1980s, American higher education has been actively exploring and practicing "student-centered" undergraduate teaching. In the process of teaching reform, teachers' evaluation mechanism has been changed. Paying attention to undergraduate students' participation in scientific research, popularizing inquiry teaching, strengthening interdisciplinary courses, highlighting the service idea of student affairs management, embodies the educational and teaching idea of "student-centered". From the effect of teaching reform, we should pay attention to undergraduate students' participation in scientific research, improve their scientific research ability, popularize the mode of inquiry teaching, stimulate students' enthusiasm in learning, strengthen interdisciplinary courses and broaden students' fields of knowledge. Service student affairs management highlights the subjectivity of students. By drawing lessons from the achievements of the undergraduate teaching reform in the United States, combining with the present situation of undergraduate teaching in China, this paper puts forward some enlightenments in the light of the current situation of the development of undergraduate teaching in China. The introduction part is the main clue of this paper, expounds the research reason and the significance of the research, through the analysis and arrangement of foreign and domestic "student-centered" education and teaching related research status, put forward the research ideas of the paper. The first part analyzes the background of the undergraduate teaching reform in the United States, which began to be student-centered in the 1980s. It mainly includes: the earlier teaching theory of "student-centered", the realistic predicament faced by American undergraduate education in 1980s, and the support of modern educational technology. The second part summarizes the main measures of "student-centered" teaching reform in American universities since 1980s, including five aspects: changing the evaluation mechanism of teachers, attaching importance to undergraduate students' participation in scientific research, and popularizing the inquiry teaching model. Strengthen the cross-disciplinary curriculum, highlight the service concept of student affairs management. The third part mainly analyzes the effectiveness and problems of the undergraduate teaching reform of "student-centered" since the 1980s in the United States. The fourth part, combined with the actual situation of higher education teaching reform in China, analyzes the enlightenment to our country from the practice of "student-centered" undergraduate teaching reform since the 1980s in the United States.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G649.712
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