哈佛大学通识教育的成功之处及借鉴路径

在全球化形势下,多元文化之间冲突碰撞愈发激烈,通识教育成为世界各大学普遍接受的国际化议题。高校为培养大学生职业素质创建了许多平台,我国高校对通识教育的漠视,则导致了大学生职业素质不高。美国高校尤其是哈佛大学施行的通识教育,对我国高校课改和提升大学生综合素养,具有重要的借鉴意义。本文从哈佛大学通识教育的成功之处、中国通识教育改革借鉴路径做了阐述。     

通识教育视野下大学生综合素质培养路径研究

时代在发展,社会在进步,大学生综合素质培养逐渐受到社会各界的广泛关注。通识教育视野下,大学生实际综合素质较差、重专业教育而轻通识教育、通识教育质量评价体系建设有待进一步改善等问题的存在,使得专业教育思想指引下的大学生综合素质培养面临人才培养理念落后、通识教育课程缺乏特色等现状。在此情况下,高校树立通识教育人才培养的理念,明确大学生综合素质培养核心要素,开设中国历史文化特色的通识教育课程,打造符合学生需求的校园文化品牌,完善丰富多彩的研学旅行计划,是提高高等教育整体质量、增强大学生综合素质的必由之路。     

美国哈佛大学通识教育对我国高校提升大学生职业素质的启示

高校是培养大学生职业素质的重要载体,我国高校教育模式存在的不足,成为大学生职业素质不高的直接影响因素。国外高校特别是美国高校普遍实行的通识教育对我国高校课程改革,提升大学生职业素质具有重要借鉴意义。     

地方高校通识教育课程教学存在的问题及对策

通识教育理念对提升当代大学生的素质和修养具有重要作用. 因此,本文从我国地方高校通识教育课程教学的现状入手,分析存在的问题,并提出改进地方高校通识教育课程教学的相关对策.     

关于提高地方高校通识课程课堂教学效果的思考

通识教育作为一种人才培养模式,对提升当代大学生的素质和修养具有重要作用.文章分析了目前地方高校通识课程课堂教学存在问题的原因,并针对这些问题提出了一些具体对策,以期为地方高校通识课程教学效果的提升提供有效的建议.     

化学通识教育对大学生创新能力培养的作用

通识教育是培养创新型人才、提高大学生素质的重要途径。化学通识教育不仅能培养大学生的科学素养,而且对培养大学生创新思维及创新能力有着重要的作用。     

高校知识产权通识教育实现路径

高校强力推进知识产权通识教育,对促进创新创业和培养国家所需的复合型、实务型人才具有十分重要的现实意义。以问卷方式调查福建省本科高校大学生在知识产权方面受教育现状,得出在教育观念、教育教学体系、服务管理机制等方面存在滞后与缺失等问题,提出完善知识产权通识教育是一个系统工程,应树立系统的教育站位思维,面向需求,建立完善的知识产权通识教育课程体系以及构建教育服务机制,全面护航知识产权通识教育。     

"课程思政"理念下音乐教育协同育人模式探究

随着高等教育从"思政课程"向"课程思政"的转变逐步深入,各学科纷纷探索专业教育与通识教育的交叉点,挖掘其中隐藏的思政教育资源.音乐教育是提升大学生综合素质的重要方式,其中蕴含着丰富的民族文化元素和弥足珍贵的精神力量.将音乐教育与大学生思想政治教育相融合,对于大学生爱国情怀的提升、理想信念和集体主义精神的确立、良好个人品德的养成等方面,都具有积极的推动作用.     

大学语文在通识教育体系中的定位及其教学实践

大学语文课程具有文学性、思想性、文化性、情感性兼备的特征,其在提升学生素质、构建完善知识体系、提升思维创新水平及营造文化氛围等方面的效能,多方面契合了通识教育的目标要求,具备作为通识教育核心课程的条件和功能。高校将大学语文定位为通识教育的核心课程进行专题式教学改革,能收到较好的教学效果,也能间接实现通识教育的全人目标。     

通识教育的现状审思与路径探寻

通识教育是提升人才培养质量的重要策略。当下通识教育正处于教师烦教和学生厌学的困境。要走出困境理应树立育人为本的教育理念,强化通识教育课程建设,在专业教育中渗透通识教育,提升通识教育教师的素质。     

The Erosion of FAPE for Students with LD

How schoolsfulfill Free and Appropriate Public Education (FAPE) requirements has evolved. Decades of general and special education reforms have led to dramatic increases in expectations for students in special education to be included in the general education classroom and curriculum and to achieve to the same high standards as their general education peers. Students with learning disabilities (LD) in particular are impacted by these reforms. The notion of their individually‐appropriate education has been slowly eroded as limitations in special education practices and the goals of education reform have been responded to. As special education intentions and practices advance, stakeholders have a responsibility to protect the FAPE of students with LD, to ensure meeting these students’ individualized learning needs.     

以图书馆为主体的高职院校通识教育调查研究

通过问卷调查,我们从态度、内容、方式三个方面了解到高职学生对通识教育的认识。首先高职学生对通识教育概念较为陌生,对其理念基本认同,但担心通识教育的实施会影响其专业的学习和今后就业;其次学科背景在对通识教育内容选择上有一定影响,目前学习带有明显功利性;另外,高职学生期待通识教育的实施方式有别于目前的传统教学方式。     

Collaborative Consultation: The San Juan Unified School District Project

Critically needed in the area of school consultation are field-based, evaluation reports of outcomes of actual implementation of school consultation. This article is such a report, describing how the Resource/Consulting Teacher model was implemented with resource specialists in a pilot program in Sacramento, California. We describe: (a) the procedures necessary to bring about such an implementation, (b) the district itself, and (c) the training efforts made to prepare the resource specialists for the new role. Emphasis is placed on how 13 resource specialists formed a collaborative working group among themselves, as well as their efforts to engage in collaborative consultation with classroom teachers and building administrators to assist certain special education students and certain students at risk for school failure. Preliminary evaluation data are included that describe the progress of individual students and groups of elementary students (N = 79) who received specialized remedial reading instruction, and individual students who received intervention to increase appropriate social behaviors. The specialized reading and behavior instruction was provided to special education students in resource rooms and general classrooms; the at-risk student instruction was in general education programs. As a result, 29 special education students were mainstreamed back into their general education reading classes, 7 students were nearly ready to be returned, and 9 students were totally dismissed from the special education program and reinstated as general education students.     

Mainstreaming in an urban middle school: Effects of school organization and climate

Mainstreaming in an urban middle school was examined for three years by a participant observer. It was hypothesized that the school's organization and culture would affect mainstreaming. Findings confirmed this hypothesis. Homogeneity of academic classes and the requirement that students fit into academic groups limited access for special education students to classes where they could function academically as the students did in general education. Criteria for selecting students were not delineated; special and general education teachers communicated informally and irregularly about their students' functioning in mainstream classes; and students received little help with their academic mainstream responsibilities. Students from special education were added to regular classes that were already very large and teacher permission was necessary to include a mainstream student in a general education class. Some school factors facilitated mainstreaming. The principal advocated it and supported its implementation. Special education teachers initiated mainstreaming through their social networks in the school. Heterogeneous groups in minor subjects offered classes with a wider range of ability within which special education students could function, and low track homogeneous classes provided environments that were more like special education classes.     

Retrospectives on factors influencing inclusive opportunities for college students with extensive support needs

Current U.S. legislation calls for students with disabilities to be involved and make progress in general education curriculum. Despite the legislation, students with extensive support needs continue to be segregated from their peers and post-school outcomes remain dismal for this population of students. The purpose of this retrospective study was to explore the perceptions of two students with extensive support needs and their caregivers regarding factors that contributed to their involvement and progress in the general education curriculum and eventual enrolment in four-year, post-secondary institutions in the United States. Findings related to the role of participants’ perceptions of self, participants’ engagement in advocacy roles and activities, and specific human and material supports that both facilitated and acted as barriers to education in the general curriculum emerged as recurrent themes. Limitations of the study and suggestions for future research and practice are presented.     

Successful students who are deaf in general education settings

The study identified successful students who were deaf and were receiving most of their educational services in general education settings, in order to examine factors contributing to their success. Teachers in a western state were asked to nominate students who were deaf who were in the upper elementary through high school grades and were receiving most of their educational services in general education classrooms. Qualitative procedures were used to gather information on 20 successful students who were deaf. Inquiry focused on observation of the students in general education settings and interviews to gather perceptions of (a) the successful students themselves, (b) deaf education teachers, educational interpreters, and paraprofessional note takers serving these students, (c) general education teachers working with these students, and (d) parents. The students' primary communication modes were closely divided between sign language and spoken English; communication mode did not seem to be a salient factor in success. Results of the interviews with each group, a summary of observations, and themes that emerged across groups are provided.     

“新工科”通识教育背景下的“名师研讨课”

"新工科"通识教育是连接传统通识教育与工科专业教育的桥梁,应以全面发展教育理念、结果导向理念、证据导向理念为核心。作为通识教育中"科技文明"板块的通识课程"名师研讨课",旨在通过邀请高水平的名师嘉宾,探索基于学生自主学习、名师指导、师生研讨的教学模式,使学生在领略名师教学风采和人格魅力的同时,提升学习、分析、表达、合作等综合素质能力,激发探索兴趣,挖掘研究潜能。文章对"名师研讨课"的课程定位、教学主题、教学方法、教学模式与教学内容等进行了介绍。     

大学英语教学中的通识教育探索

大学英语教学与通识教育的关系密切。大学英语教学的目标是培养学生英语综合应用能力和提高学生的综合文化素养,这与通识教育的目标是一致的;同时大学英语课程具有人文性的特点,对于实施通识教育意义重大。因此,在大学英语教学中引入新的教学方式,即自主学习、合作学习、策略学习和探究学习来实施通识教育,从而促进学生的语言和综合素质得到全面发展。     

Co‐Teaching in Middle School Classrooms Under Routine Conditions: Does the Instructional Experience Differ for Students with Disabilities in Co‐Taught and Solo‐Taught Classes?

Co‐teaching is a popular strategy for implementing the inclusion of students with disabilities within secondary general education classrooms. However, we have little data regarding its effectiveness under routine conditions of educational practice. This study examined whether there was an “additive effect” of the special education teacher on the instructional experiences of students with disabilities as compared with the experiences of the same students taught by only the general education teacher under routine conditions. Observers used time sampling methods to document how students with disabilities spent their time in 11 middle school co‐taught classes. Statistically significant differences were found for targeted students in terms of general education teacher interaction and individual instruction. General education teachers spent significantly less time with students with disabilities when the special education teacher was present. In addition, students with disabilities received significantly more individual instruction when the special education teacher was present. However, these differences were of limited practical significance.     

城市中学后进生生存状况管窥——来自工读学校的调查

通过对全国工读教育调查资料分析,发现工读学生多数是以前普通学校的后进生,他们不适应普通学校教育,其他学生对他们既宽容又有排斥,教师的负面评价和劣性刺激相对较多,这种生存状况对他们健康成长极为不利。因此要把工读教育作为义务教育阶段普通教育的必要补充,使专门学校成为优质教育资源,这对有严重不良行为后进生具有特殊意义。同时做好在普通学校就读的后进生的转化工作,需要教师提高专业素质,重视同伴群体的作用。