学术计划——一个新的高校课程理论框架

高校课程理论框架的构建是高等教育研究中的一个难点,高等教育的自身特点是导致这一结果的重要原因。曾就职于美国"提高中学后教学与学习国家研究中心"的斯塔克(Stark,J.S.)教授在近10年研究的基础上,构建了一个较为全面、系统的高校课程理论分析框架。该框架把课程看作"学术计划",其核心包括八个构成要素,外部社会、高校组织层面及高校内部等三方面的因素则成为型塑高校课程的重要影响因素。     

综合实践活动课程与相关课程形态的关系分析

综合实践活动课程是新课程提出的一种新的课程领域和课程形态，因此，它不仅与以往的课程形态有着紧密的联系，而且有着本质区别。本文着重探讨综合实践活动课程与学科课程、活动课程、综合课程以及校本课程和地方课程的关系，以便我们更加清晰地认识综合实践活动课程。     

Implementing curriculum evaluation: case study of a generic undergraduate degree in health sciences

This case study presents a longitudinal, evidence‐based approach to health science curriculum reform and evaluation. Curriculum in higher education must meet the needs of diverse stakeholders and must respond to dynamic local, national and international contexts, and this creates challenges for evaluation. The long lead time prior to the introduction of new or revised university curriculum (at least two years), the length of degree programmes (three to five years) and the lag time in the availability of objective indicators of degree outcomes (at least one year post‐graduation) mean that findings may be obsolete before an evaluation can be completed. Few would argue that evaluation is important and methods and approaches for conducting curriculum evaluation are proposed in the literature, although few published reports of the outcomes of comprehensive evaluations are evident. This paper discusses potential for evaluation to establish responsive communication between students, teaching staff and programme administrators, ensuring a match between the intended, implemented and attained curriculum.     

高等学校本科课程实施中若干问题的探讨

高等学校课程实施过程中有很多问题值得探讨。如单门课程实施中的目标设定问题、教学类型问题、教学过程问题,培养方案实施中的有关问题等。美国学者近年来的一些研究成果值得借鉴。     

Speech in the undergraduate public relations curriculum

This essay analyzes the divergent public response in democratic cultures to power symbols who manipulate either a self‐disparaging (ironie) public persona or a self‐aggrandizing (hypocritical) one. This divergence is explored in light of well‐known democratic assumptions about power‐holders, and it is illustrated in the contrasting presidential images of Richard M. Nixon and John F. Kennedy. It is concluded that the critic may require an extended vocabulary to evaluate the actions of power‐holders over and above those used to evaluate the actions of private individuals.     

应用型本科市场营销专业核心课程群建设的探索

市场营销课程群的建设,要在营销岗位能力需求为框架构建市场营销专业课程体系的基础上,考虑课程设置的合理性与针对性以及课程内容的可理解性与关联性,把具有相关性或一定目的的不同课程编排到一起,组成一个"群",以便进行系统地学习和教授。课程群建设是一个课程融合与分解的过程,应着力于课程体系建设的本土化,考虑组织专业教学的便利性,注重课程的群落化建设。     

旅游管理专业本科层次实践教学体系构建

完善的实践教学体系对于调动学生的学习积极性、培养独立思考能力和实践动手能力都具有重要作用．旅游管理专业本科层次实践教学体系应包括行业认知实践、校内实训室技能培训、旅游综合野外实习和旅游专业实习四部分,并应建立有效的机制来保障实践教学目标的实现．     

Historical developments in American undergraduate education: General education and the core curriculum

Does Education Matter? By Brian Simon. 240 pp. London: Lawrence and Wishart Ltd. 1985. £5.95.

The Politics of Education: Culture, Power and Liberation. Paulo Freire (with an Introduction by Henry A. Giroux). Macmillan, 1985. xxv + 199 pp. Price £20 HC, £7.95 PR.

Education, Persons and Society: A Philosophical Enquiry. By Glenn Langoford. Pp. x, 205. Houndmills, Basingstoke: Macmillan, 1985. £25.00 and £7.95.

Freedom and Discipline. Richard Smith. 129 pp. Allen &; Unwin 1985. Hardback £12.50. Paperback £4.95.

Beyond IQ: a Triarchic Theory of Human Intelligence. By Robert J. Sternberg. Pp. xvi, 411. Cambridge: Cambridge University Press, 1985. £8.95.

Literacy, Language and Learning. Edited by David R. Olson, Nancy Torrance, and Angela Hildyard. Pp. x, 438. Cambridge: Cambridge University Press, 1985. HB £27.50, PB £9.95.

Moray House and Professional Education, 1835–1985; Papers to mark the College's 150's Anniversary. Edited by Gordon Kirk. Pp. x, 195. Edinburgh: Scottish Academic Press, 1985. £10.50.

Re‐thinking Teacher Education. Edited by David Hopkins and Ken Reid. Pp. v + 262. Beckenham, Croom Helm, 1985, ISBN 0–7099–3705–9, £17.95.

(1) Structure and Process of Initial Teacher Education within Universities in England and Wales. (The acronym does not stretch all the way).

(2) Holt, Rinehart and Winston, 1984.

Key Issues in Education: Comparative Perspectives. Edited by Keith Watson. Pp. vi, 127. London: Croom Helm, 1985. £15.95.

A Teacher's Guide to Multicultural Education. By Jon Nixon. Pp. viii, 183. Oxford and New York; Basil Blackwell, 1985. £?

Keith Watson and Raymond Wilson (editors) Contemporary Issues in Comparative Education: a Festschrift in Honour of Professor Emeritus Vernon Mallinson. Croom Helm, London 1985. Pp. 227. £15.95.

Children's Rights. By C. A. Wringe. Pp. xi, 180. London: Routledge &; Kegan Paul, 1985. £4.95.     

Web-based learning: Challenges in using the Internet in the undergraduate curriculum.

Often compared to Gutenberg's introduction of the printing press in the 1450s, the use of the Internet in education, and especially within the undergraduate curriculum is ubiquitous. Yet the development and presentation of electronic undergraduate curriculum specifically on the Internet is a relatively new venture. Although guidelines for course development are emerging as quickly as the technology is introduced, several problems associated with i) style (appropriateness and effectiveness), ii) process (mechanistic and communication based), and iii) edited content of relevant information, continue to exist in the typical undergraduate applications. This paper describes the development of electronic curriculum in two undergraduate courses. The courses were an Introduction to Quantitative Methods, and an Introduction to Epidemiology; both of which typically use computers and as such, the introduction of advanced technology was not expected to have been an issue. In addition to the successes and shortcomings experienced in the presentation of these courses, the paper discusses an underlying theoretical framework upon which the development of the Internet components of the courses were based.     

Perspectives on pedagogical change: instructor and student experiences of a newly implemented undergraduate engineering dynamics curriculum*

Engineering education has been slow to adopt research-based educational innovations. Few prior works on such adoption have investigated the combined classroom experiences of instructors and students when such innovations are being implemented. Therefore, this work focuses on the lived experiences of an instructor and her students when adopting an active, blended, and collaborative learning environment, known as Freeform, in a second-year dynamics course. Weekly reflections from the instructor were processed alongside student interviews using Thematic Analysis to discern prominent themes in their perspectives for comparison and discussion. The results indicate that the instructor navigated internal tensions between her previous instructional preferences and the philosophy and resources of Freeform. Similarly, students had to adapt to this new philosophy and suite of resources that were uncommon for their institution. Ultimately, this work highlights the contextual natures of teaching and learning, and how situational factors can influence educational innovation.     

Content of curriculum in physical education teacher education: expectations of undergraduate physical education students

This study explored the perceptions of university physical education students of the importance of physical education curriculum content areas and how those perceptions related to the reasons for course choice and motivation. Physical education degree students (n = 188) completed measures of their perceptions of physical education content areas, attractors to physical education, and motivation. Strong reasons for course choice were sport and physical activity-related. Instruction of movement skills, health education, games, motor development, and physical education identity were perceived as more important, whereas sports and socio-critical perspectives were perceived as less important. Perceived importance of all content areas was positively related to the choice of course for confident interpersonal service, sport and physical activity, and role model reasons, as well as to intrinsic and extrinsic motivation. Physical education programmes should consider what content is delivered and how to effectively integrate practical and theoretical content.     

学科活动课程：课程改革的新趋向

一、新视角——学科活动课程是素质教育的有效载体素质教育是我国迎接２１世纪综合国力竞争的必然要求，也是基础教育改革的既定方向。然而，在许多中小学，素质教育喊得惊天动地，“应试教育”却抓得扎扎实实，学生在活动课程中朝气蓬勃，到学科课程上却死气沉沉。基础教育如何真正实现从“应试教育”向素质教育转轨这是许多人都在思考的问题。我认为素质教育不能只有一句口号性要求，必须找到切实有效的载体。在现实的教育环境下，只有把它落实到学科课程，落实到教材改革，落实到课堂教学，落实到学业评价中去，才能得到真正实施。最近颁…     

Globalizing the science curriculum: an undergraduate course on traditional Chinese medicine as a complementary approach to Western medicine

A course has been created to examine the ways in which China and the West have approached human health and medicine. Though fundamentally different, these two systems are complementary in a number of ways. This course is a model for a global science course in an educational initiative that incorporates Asian themes into science and engineering courses. The course is designed around an active-learning platform that has as major components: team research projects, oral presentations, role play, and peer-review. The students investigate concepts of scientific proof, clinical efficacy, and the functional structure of two very different systems of health and medical care.     

基于CBE模式的本科旅游管理专业课程开发与重构

本文针对目前本科旅游管理专业课程设置出现的问题,以CBE模式为理念,从旅游行业的职业岗位分析入手,贯彻能力本位的思想,重新构建本科旅游管理专业课程体系,旨在为旅游行业培养高层次的应用型人才,真正符合市场需求。     

Becoming a physician: The influence of the undergraduate experience

This study employed a national sample of college students who initially aspired to be, or later became, physicians to determine the influence of precollege characteristics, college origins, and the academic and social experience of college on the likelihood of becoming a physician. Estimates of a 14-variable causal model indicated that the major direct effects on attainment were attributable to college characteristics and the academic experience of college. Net of other causes, the selectivity/prestige of the undergraduate institution attended, collegiate academic achievement, and majoring in the physical or life sciences each had significant direct effects on becoming a physician. The direct positive influence of college quality, however, was partially counterbalanced by its negative indirect effect. Moreover, the greatest advantage in attending an elite institution accrued to those students with relatively high levels of academic performance. As academic performance declined, so did the positive effect of college quality. The effects of precollege characteristics on becoming a physician were largely indirect, mediated by the student's college experience. Net of other factors, women were no less likely than men to become physicians, but being female had a significant negative indirect effect. Conversely, secondary school achievement did not directly influence attainment but did have a large positive indirect influence.An earlier version of this paper was presented at the annual meeting of the Association for the Study of Higher Education, San Diego, February, 1987.     

游移于传统与后现代之间——解读菲利普·罗斯的《普通人》

菲利普·罗斯在《普通人》中通过一个老人的内心思索过程的叙述,展示了在后现代语境中,听凭性本能的驱动、不顾家庭和婚姻、抛弃传统文化和宗教观念、在破碎的艺术中寻求生命意义,这些思想意识和生活方式都经不起死亡的锤击,也无法支撑一个完整的精神世界;相反这些后现代的意识和生活方式带给普通人更多的是孤独、焦虑、空虚、乏力。相比而言,传统文化和思想意识却显现其独特的光芒和力量。然而,回归传统却十分艰难。尽管如此,菲利普·罗斯力图在后现代和传统的交织之中找到一条生路。     

高师学前教育专业本科课程的问题与对策

沿袭传统的学前教育专业本科课程普遍采用自上而下的目标模式,存在着课程目标学术化、课程结构不合理、课程内容脱离幼儿园实践、课程实施呆板单一等问题。有鉴于此,为适应学前教育专业本科复合型、应用型人才培养的现实要求,高校学前教育专业本科课程可以基于实践取向,从突出特长、重构体系、贴近实践、多元整合等方面进行改革。