我国名誉博士学位制度改革研究

我国自开展名誉博士学位授予工作以来,已形成了良好的国际声誉,但在实施过程中也暴露出授予对象范围过窄、审批程序比较复杂等不足之处。在评析英国、法国和中国台湾地区名誉学位制度的基础上,在坚持授予条件高标准的原则下,从厘清认识、放宽授予对象的职业界限,取消国别限制、明确权责、下放审批权力、简化审批环节等方面提出了改革建议。     

我国名誉博士学位制度化历程及授予情况分析

对我国自1980年以来设立的名誉博士学位制度的制度化历程进行了评析.对1980至2010年这30年来授予的241位名誉博士情况进行分析,并在国际化背景下探讨我国名誉博士学位授予的主要特点和进一步做好名誉博士学位授予工作的对策.     

韩国大佛大学授予我校党委书记黄介山教授名誉博士学位

20 0 3年1 2月2 2日,我校党委书记黄介山教授赴韩国木浦市出席了大佛大学专门为他举行的名誉博士学位授予仪式。迄今为止,黄介山书记是荣获韩国大学名誉博士学位的第二位中国人。韩国MBC和HBC国家电视台等多家媒体对此进行了报道。黄介山教授自1 967年从北京大学中文系文学专业毕业以来,一直从事教育工作。在我校工作期间,担任了校党委副书记、党委书记兼校长等重要职务。鉴于他在办学治校、学术研究和个人修养上的显著成绩,以及他为促进中韩教育交流、广西师大与大佛大学两校的交流与合作做出的积极努力,韩国大佛大学报经韩国教育部同意…     

我国学位制度改革刍议

学位制度是我国高等教育的一项重要制度.20多年来,我国学位制度在培养社会主义人才、促进经济社会及教育发展的同时,也出现了诸多的不适应性.突出表现为:内容规定滞后、创新因子不足、结构划分单一、特色不够鲜明.当前,学位制度的改革要以培养"四有新人"为目标,大力推进创新教育,尽快颁布实施《学位法》,进一步深化高等教育课程与教学改革.     

补葺与重构：名誉博士学位的历史嬗变与现实反思

介绍了名誉博士学位的嬗变过程,将其分为萌芽期、确立期、发展期、转折期和关键期五个阶段。从近八个世纪的发展轨迹看,名誉博士学位的发展过程实际上是一个内涵、功能和规范性依时代与需求变化不断补葺与重构的过程。一是内涵上经历了从学位到学位与荣誉称号再到荣誉称号的过渡;二是功能上经历了从单一走向多元,融合价值理性与工具理性的过程;三是规范上经历了从贵族制到英才制,规范性逐步建立的过程。面向未来,可以从明晰制度内涵、找准功能定位、加强规范建设等方面促进名誉博士学位的进一步完善与发展。     

我国实施学位授权审核制度的反思与改革刍议

本文在肯定我国九次学位授权审核历史功绩的基础上 ,反思了我国学位授权中存在的主要问题 ,并针对这些问题和 9次学位授权审核的经验 ,提出了具体的改进措施 ,以期使我国的学位授权审核制度更加科学化 ,从而促进我国高层次人才培养质量的进一步提高。     

略论我国学位制度的改革

学位制度与研究生教育制度密切相关。要根本解决当前研究生教育规模偏小 ,高学位人才需求缺口较大的问题 ,必须大力推进现行学位制度的改革 ,形成灵活有效的学位与研究生教育发展机制 ,促进高学位专门人才的培养     

学位制度改革初探

本文在介绍中国的学位制度的创立和发展的基础上,结合当前出现的学位诉讼纠纷,分析纠纷的根本原因在于我国学位法律法规的滞后性、模糊性,提出出台规范完整、概念明晰、用语严谨的《学位法》,并建立国家、学校两级学位立法模式,具有十分重要的意义。学位制度改革应当把学位的标准明确化作为主要的改革方向。     

德国高校的学位制度改革述评

阐述了德国传统学位制度的特点及不足,解读了德国新的学位制度及其确立的历程,分析并论述了德国新学位制度推进过程中所面临的问题。     

制度困境和政策创新:我国学位授权政策改革研究

由于受到特定政策环境的影响,我国施行的是国家学位制度,学位授权政策具有高度集权的特点。这种制度安排存在自身无法克服的弊端,业已成为影响我国学位教育工作进一步发展的阻碍。我国学位授权政策有必要进行改革,施行学校学位制度。     

博士学位论文评审制度探索

博士学位论文质量是博士学位质量的集中体现。博士学位论文评审制度不仅对于控制博士学位质量有重要作用,而且也影响着博士生培养的全过程。作者从博士生培养的角度,分析目前评审制度存在的问题,探索改进与完善博士学位论文的评审制度与方法。     

我国博士生培养模式改革的总体构想

从价值取向上看,我国博士生培养模式改革必须适应国家发展战略调整的新要求,有利于高层次拔尖创新人才的成长,有利于调动各方面的主动性和创造性,有利于我国从博士生教育大国向博士生教育强国的转变.从路径选择来看,我国博士生培养模式改革应立足于中国特殊国情,学习和借鉴国外先进经验,走中国特色的自主创新之路.从未来走向来看,我国博士生培养模式改革将趋于目标多样化、选拔灵活性、课程规范性和过程开放性等.     

Teacher development under curriculum reform: a case study of a secondary school in mainland China

International Review of Education - In 2003, a curriculum reform of education was initiated in mainland China to improve the quality of senior secondary education. The major purpose of this reform...     

Teacher development under curriculum reform: a case study of a secondary school in mainland China

In 2003, a curriculum reform of education was initiated in mainland China to improve the quality of senior secondary education. The major purpose of this reform was to move from a teacher-centred to a student-centred approach in teaching. In order to find out how teachers coped with the challenges of the reform and how their work was affected, an in-depth study was conducted at a senior secondary school in City B, Guangdong, using qualitative research. While the curriculum reform was found to offer teachers an opportunity for re-professionalisation, teacher development in the sample school was revealed as having changed towards an assigned professionalism. In addition, teaching research officers limited themselves to instruction on practical teaching techniques. Furthermore, the existence of teacher leadership on a subject panel was heavily dependent on the panel head’s leadership style. On the whole, the tendency was for teachers to be explicitly instructed to partake in contrived collegiality and imposed reflection.     

The determinants of progress to the doctoral degree

The time doctoral students expect to take to complete their degree is investigated in a model which stresses the effects of economic factors. The model also accounts for the interdependency among such variables as employment hours, study hours, household income, and part-time study. We find that field of study, amount of borrowing, household income, and study hours have direct effects on expected time to degree. Indirect effects also occur from employment hours and the amount of fellowship, scholarship, or grant aid. When the sample is separated into foreign and U.S. students, we find that U.S. students underestimate their time to degree. Also, household incomes are higher for U.S. students and increase the time to degree, while the opposite is true for foreign students. Teaching assistantships increase the time to degree for foreign students while research assistantships reduce it.     

我国大学辅修与双学位制改革的回顾与分析

改革开放以来我国大学辅修(副修)与双学位制度的具体实施改变了原先僵硬的单一的人才培养模式,使高校教学管理制度开始走向灵活而富有弹性.从20世纪80年代开始,随着该制度由重点院校向普通院校扩展,从综合院校向单科院校延伸,以校际合作、多样管理为特点的制度改革彰显了人性化管理的时代精神,淡化了过浓的专业色彩,逐渐打破了学科和专业壁垒,为现代人才的培养创造了现实条件.     

关于当前博士研究生培养改革的思考

当前,为了更好地促进博士研究生创新精神和创新能力的培养,不断提高博士研究生的培养质量,我们需要不断深化教育改革,而正确认识博士研究生培养尤其是课程改革是其前提。对此,我们需要从以下几方面进行反思:第一,博士研究生按一级学科管理与培养是两个不同范畴,不能简单将两者等同化,即以管理思维来化约培养过程中的复杂性与多样性;第二,无论是就历史还是就现实而言,博士研究生教育的关键环节不是课程而是科研训练,为博士研究生教育提供共同的知识基础是本科、硕士阶段教育的责任,博士研究生的培养与课程设计的权力应在基层培养单位而不是行政部门;第三,虽然在不同时期,实质性功用和形式性功用使探究性、个性化的研究生课程教学成为研究生培养过程之一,但当前我国博士研究生培养的问题应在于培养目标的厘清,而非课程建设。为此,哥伦比亚大学教师学院的相关做法或许值得我们借鉴。     

香港英文科测评改革变迁及对内地的启示——基于多元系统理论的探讨

本研究采用多元系统理论对香港地区近三十年来英文科测评改革的变迁进行梳理,分析了香港促学评价改革在实施中经历的冲突与妥协,揭示香港地区英文科测评改革的复杂性。基于香港地区的经验教训,文章探讨了香港英文测评改革对于内地改革方向和改革举措的启示。     

中国大陆地理信息系统的发展

自1978年以来，中国大陆地理信息系统(GIS)经历了准备、起步、发展、形成产业化几个阶段，国产多个基础性GIS软件产品不断成熟，市场占有率不断提高。进入21世纪，中国大陆的地理信息系统产业初步形成。根据中国大陆期刊网的论文检索，反映了GIS理论研究不断发展和GIS应用领域逐渐扩大。     

Impact of curriculum reform: Evidence of change in classroom practice in mainland China

The study examined the impact of curriculum reform on teaching practice in primary mathematics in mainland China. The participants included 58 fifth grade mathematics teachers from 20 schools. Thirty-two of the classrooms had utilized a reform curriculum for 5 years prior to conducting the study, and the remaining 26 had been using the conventional curriculum. Each of the 58 teachers was videotaped for 3 of his/her classes during a 3-day period and the videotaped class sessions provided the data source for the study. The focus of the study was on the instructional tasks that were implemented in the classrooms and on the teacher and student interaction. Results indicated that a greater proportion of high cognitive level tasks were implemented in the reform classrooms when compared to those in the non-reform classrooms. Numerical symbolic representation as well as single-solution strategies were dominant in the instructional tasks for both groups. However, in the reform classes a higher proportion of instructional tasks were used that involved visual illustrations and hands-on manipulation and multiple-solution strategies. An analysis of classroom discourse showed that most of the teacher questions were related to memorizing exercises and explanations of answers. However, the teachers from the reform classrooms were more likely to ask students to describe the procedure that led to an answer and to inquire further into students’ responses. The results indicated positive changes in classroom practice resulting from implementation of the new curriculum.