高校课程价值取向的演变及成因分析

高校课程发展有着自身内在逻辑,这种内在逻辑是随着课程的发展变化和课程价值取向的历史嬗变而发展变化的。透过西方高校课程价值取向的演变轨迹,可见高校课程价值取向的变化因循社会的发展和课程的内在规定性在人和社会的两端寻求平衡点,呈现出不同时期的演变特点。在追寻平衡的过程中,高校课程的本质、功能和课程主体的需要及文化的发展要求等各种因素共同发挥作用,推动了高校课程价值取向的发展变化。     

高校课程价值取向的历史嬗变轨迹及成因分析

高校课程发展有着自身内在逻辑,这种内在逻辑是随着课程的发展变化和课程价值取向的历史嬗变而发展变化的。透过西方高校课程价值取向的演变轨迹,可见高校课程价值取向的变化因循社会的发展和课程的内在规定性在人和社会的两端寻求平衡点,呈现出不同时期的演变特点。在追寻平衡的过程中,高校课程的本质、功能和课程主体的需要及文化的发展要求等各种因素共同发挥作用,推动了高校课程价值取向的发展变化。     

对分课堂模式在高校"心理学"教学中的应用与效果评价

文章以"心理学"公共课为例,实践性地探索对分课堂寓于高校"心理学"课程教学的路径,并评价其应用效果.相较于传统教学方法,对分课堂教学模式有效地提升了高校"心理学"课程教学效果,对于提高学生的学习成绩和能力有积极影响.     

高校计算机公共课教学改革探索与实践

针对目前高校计算机公共课理论和实践教学中的现实,分析了高校计算机公共课教学的现状和存在的问题。在探索与实践计算机公共课程教学的改革中,针对性地提出了计算机公共课教学改革的设想,同时提出了计算机公共课教学改革可实施的具体措施。     

基于MOOCs的高校计算机公共课教学改革初探

高校的计算机公共课教学多年来一直在寻求更好的改进方法,而MOOCs的出现,给全世界的高等教育带来了新的视角和机遇,它所具备的一些特征和优势恰好可以解决高校计算机公共课教学中存在的一些问题.针对当前高校计算机公共课教学中学生水平参差不齐、课程设置一刀切、理论与实践脱节和评价模式单一的现状,从课程设置、课程资源、学习过程设计和课程评价等四个方面入手,结合目前广为流行的翻转课堂模式,提出基于MOOCs的高校计算机公共课混合式教学改革设想.     

高校体育校本课程的价值取向

体育校本课程开发需要一定的价值取向,这种价值取向将正确引导教师进行校本课程的开发。重点分析了高校体育校本课程的价值取向问题。     

微积分公共课教学遇到的困难及解决方法

微积分是一门独立的教育学科,在我国高校中的工科和理科中有很大的比例,是我国"高等数学"教学过程中的一项重要内容。公共课是我国高等教育中,自学考试的所有专业或同类专业学生必须掌握的课程。微积分公共课教学,是我国高等学院学生继续升读的一项重要课程。本文简述微积分,根据微积分公共课教学的困难,提出解决的方法。     

现代高校课程设置人本取向之思考

教育要以人为本，高校课程设置更应体现“以人为本”的教育理念。当前高校课程设置逆人本取向的弊端，其根本原因是高等教育培养目标不明，高校课程设置价值取向不明。本文通过分析当前高校课程设置人本取向的主要制约因素，指出现代高校课程设置的价值取向应是人的全面发展，得出了高校课程设置必须注意科学课程与人文课程的融合，选修课程与必修课程的比例，专业课程与基础课程的制衡，显性课程与隐性课程的协同等。     

学校德育课程实施的价值取向及影响因素

课程实施是学校德育课程改革能否取得成功的关键环节和决定性因素。从德育实践来看,学校德育课程的实施存在着"忠实性"价值取向、"适应性"价值取向和"创生性"价值取向三种基本价值取向;而主体因素、文化背景、资源条件和理论基础等,则是影响学校德育课程实施的几个主要因素。     

我国博士生培养机制优化：招生制度与课程设置的视角

我国博士生招生制度和课程设置中存在的问题影响着博士生培养质量。从国外高校博士生招生制度与课程设置的经验中发现.我国高校必须以"科学研究"为价值取向.通过统筹考虑博士生招生制度与课程设置,来优化博士生培养机制。     

Prophetic Visions for Professional Teachers: A Whiteheadian Perspective on Designing University Courses

Besides learning transmitted content, university students develop learning patterns through pedagogical processes designed into the structure of their courses. Courses shaped within the assumptions of epistemologies and ontologies that only afford narrow learning patterns can eschew learning as valuing processes. However, university courses can be conceptualized and constructed within assumptions that allow students to respond to the lure for learning through the valuation of importance that makes freedom possible. This paper proposes the two Whiteheadian notions of learning as event and learning as achieving strength of beauty through which courses can be conceptualized to facilitate the lure for learning in the pursuit of truth. Then, the paper illustrates how university courses can be designed as learning events through which students create prophetic visions as a means of achieving strength of beauty.     

College students classified with ADHD and the foreign language requirement

The conventional assumption of most disability service providers is that students classified as having attention-deficit/hyperactivity disorder (ADHD) will experience difficulties in foreign language (FL) courses. However, the evidence in support of this assumption is anecdotal. In this empirical investigation, the demographic profiles, overall academic performance, college entrance scores, and FL classroom performance of 68 college students classified as having ADHD were examined. All students had graduated from the same university over a 5-year period. The findings showed that all 68 students had completed the university's FL requirement by passing FL courses. The students' college entrance scores were similar to the middle 50% of freshmen at this university, and their graduating grade point average was similar to the typical graduating senior at the university. The students had participated in both lower (100) and upper (200, 300, 400) level FL courses and had achieved mostly average and above-average grades (A, B, C) in these courses. One student had majored and eight students had minored in an FL. Two thirds of the students passed all of their FL courses without the use of instructional accommodations. In this study, the classification of ADHD did not appear to interfere with participants' performance in FL courses. The findings suggest that students classified as having ADHD should enroll in and fulfill the FL requirement by passing FL courses.     

高中有机化学与大学有机化学教学的衔接——“大学先修课”的应用

高中与大学阶段在教学方法、教学目标、教学策略等方面存在较大差异,使得高中学生进入大学后不能较快地适应大学的学习生活,对学生生理和心理都产生了较大压力。通过查阅相关文献,在对比高中与大学两阶段有机化学知识点的基础上,试图在高中阶段引进“大学先修课”,让学生能在高中就接触到与大学相关的课程,以便学生进入大学后能尽快融入大学的学习生活中。     

Preparing students with intellectual disabilities to audit inclusive university courses

There is a growing trend toward including adults with intellectual disabilities (ID) in further education. However, there is a lack of literature on the preparation of students with ID to attend further education. This article, by James Wintle of Queen's University, Ontario, describes how a non‐profit organisation, CALC Prep, prepares adults with ID to audit university courses. Eighty hours of observations were conducted over the course of one term at this organisation. A grounded theory approach was used to identify themes within CALC Prep's curriculum. Themes within the curriculum that were considered most useful for students preparing to audit courses at the university included familiarising the students with the university, enhancing self‐awareness, enhancing self‐expression and building literacy skills. Additionally, recommendations for improving the transition of students with ID from the preparation programme to auditing university courses are offered.     

Fully integrating upper-secondary vocational and academic courses: A flexible new way?

The tracking of students in upper-secondary school is often criticised for narrowing the post-secondary pathways of student in the vocational education and training (VET) track, which can stigmatise VET. To tackle this problem, countries have introduced courses that integrate aspects of VET and academic study, which provide the dual purpose of preparing students for work and vocational study and providing university pathways for more academic students in the VET track. In this study we assess the latter purpose by examining the outcomes of university aspirants who take these courses in their final year of school. Using rich survey and administrative data from Australia and propensity score matching we find that these courses are associated with lower academic performance and a lower chance of attaining a university offer. Decomposition results show that poor performance in integrated courses is the main driver, which points to potential tension between the two purposes.     

论大学课程消费者的权利与义务

＂学生消费至上＂理念的形成是高等教育走向市场的必然趋势。从微观领域入手,针对大学课程最直接的消费者——大学生参与学校课程发展的主体地位缺失问题,提出大学课程消费者的四个基本权利与三个基本义务,从而有利于课程质量的提高和解决传统意义上学生群体作为被动者在课程编制过程中的角色定位问题。     

关于我国大学生自主创业情况的问卷调查报告

调查目前我国大学生自主创业的背景、动机、创业方式、面临的困难,分析制约我国大学生创业成功的因素。为探索大学生创业就业的有效模式,引领大学生创业就业,构建创新创业型人才培养模式,将创业元素、创业模块嵌入专业课程教学,强化大学生创业素质教育等提出改进措施。     

Differential effect of university entrance score on first-year students’ academic performance in Portugal

The main goal of this study is to show that the association between university entrance score and first-year students’ academic performance varies randomly across courses after controlling for students’ sociodemographic, schooling trajectory and motivational variables. The sample consists of 2697 first-year students who were enrolled in 54 courses at a Portuguese public university in 2015/16. Multilevel modelling of academic performance suggests that 34% of variability in grade point average is due to differences among courses and that 80% of such variability is explained by the field of study, whether the university is the student’s first choice, and the student’s gender, age and parents’ level of education. In addition, the results corroborate that the university entrance score is the strongest predictor of first-year academic performance.     

论基于需要理论的大学语文教学

大学语文课程应以学生需要为基础,通过提高教材质量、改进教学方法、发挥教师能动性等途径,努力调动大学生学习大学语文的兴趣。为此,必须让学生明确大学语文学习的目的,了解大学语文学习的内容,掌握大学语文学习的方法。