大众化教育背景下高校分层次教学的研究

VIP免费

3.0 陈辉 2024-11-19 4 4 1.13MB 77 页 15积分

侵权投诉

摘要

为了顺应高等教育大众化趋势，促进学生素质的普遍提高，满足社会经济发

展对人才的需求，我国一些高校纷纷开展了分层次教学。本文运用文献查阅、社

会调查、问卷调查、统计分析等方法，对几所高校、特别是对上海理工大学近年

来在本科教学中实施分层次教学改革的实践进行了调查研究，依据高等教育学及

相关理论分析研究了该教学改革实施的背景、过程和效果，旨在为其进一步有效

实施提供具有价值的理论参考和实际建议。

本文内容主要包括四部分：首先，分析了当前高等教育发展出现的新特征，

阐述了新时期高校人才培养的多元化质量标准；第二，阐释了大众化教育背景下

高校分层次教学的真正内涵，在此基础上指出了开展高校分层次教学的必要性和

可行性；第三，主要研究了高校开展分层次教学的目标、过程和要求，这些要求

既有针对教师素质和课程设置等方面的，也有针对教学管理、教育教学质量评价

和教学投入等方面的；第四，对高校分层次教学的有效性进行了客观性评价，并

对其前景做出了预测性分析。

高校分层次教学作为一种教学改革还处在探索之中，但其倡导者敢于正视高

校发展的内部矛盾，勇于突破传统教学的陈旧模式，高擎学生全面发展的大旗，

紧跟素质教育的实施步伐，使它成为当今高等教育界一道亮丽的风景线。通过本

文的论证和分析，我们相信高校分层次教学只要能够坚持正确的改革方向，采纳

各方建议，弥补自身缺憾，就一定会为我国高等教育事业的发展做出更大的贡献。

关键词：大众化差异性个性化高等学校分层次教学

ABSTRACT

In order to go with the stream of mass higher education, raise undergraduates’

cultural level, meet the requirements of society for talents, some colleges and

universities have set up the diversified-level classes one after another. Such methods as

reading documents, making a social investigation, making a questionnaire and

analyzing the materials statistically are put to use to inquire into the recent research and

practice of some universities, especially of USST, providing valuable theoretical

reference for the purpose of perfecting the multi-layered education.

The dissertation is mainly made up of four sections. To begin with, I outlined the

history and current situation of the multi-layered education, pointing out its defects. And

then I analyzed the necessity and feasibility of continuing to develop it in domestic

universities. Secondly, I expounded the connotation of the multi-layered education, and

put forward the objectives, bases and principles of carrying it out. Thirdly, I raised the

essential conditions of developing the multi-layered education, clarifying the relation

between each condition and the multi-layered education. Last but not least, I appraised

the effectiveness of the multi-layered education and predicted its prospects.

Although there are some defects in it, the multi-layered education is protruding

from higher education circles on the grounds that its advocates have the courage to face

the internal contradictions in the course of development of colleges and universities,

break through the conventions of traditional education, give heed to undergraduates’

all-round developments, and keep pace with the implementation of quality education.

The conclusion can be drawn from the author’s exposition and proof that the education

reform is supposed to contribute its share to the development of higher education

provided that the advocates remedy its defects by sticking to the right direction of

reform and adopting rational suggestions.

Key words: mass higher education, diversity, individualization,

colleges & universities, multi-layered education

摘要

ABSTRACT

第一章绪论 ·······················································································1

§ 1.1 问题的提出及研究的意义 ···························································1

§ 1.1.1 研究的背景 ···········································································1

§ 1.1.2 问题的提出 ···········································································2

§ 1.1.3 研究的意义 ···········································································2

§ 1.2 研究的内容框架及主要方法 ························································3

§ 1.2.1 研究的内容框架 ·····································································3

§ 1.2.2 研究的主要方法 ·····································································5

第二章大众化教育发展的新特征 ·····························································6

§ 2.1 当前高等教育发展阶段的特征分析 ···············································6

§ 2.1.1 高等学校办学的开放性 ··························································· 6

§ 2.1.2 高等学校办学条件的滞后性 ····················································· 6

§ 2.1.3 社会对人才需求的多样性 ························································ 7

§ 2.1.4 高校人才培养质量观的多元化 ·················································· 7

§ 2.1.5 高校教学质量提高手段的多样性 ··············································· 8

§ 2.2 高等学校人才培养的质量标准 ·····················································8

§ 2.2.1 研究高校人才培养质量标准的意义 ············································ 8

§ 2.2.2 美国大学毕业生的质量标准及其启示 ········································· 9

§ 2.2.3 我国高校毕业生的质量标准 ····················································10

第三章大众化教育阶段高校分层次教学的兴起 ········································· 12

§ 3.1 高校分层次教学开展的现状 ······················································ 12

§ 3.2 高校分层次教学的内涵剖析 ······················································ 12

§ 3.3 深入开展高校分层次教学的必要性和可行性 ································· 13

§ 3.3.1 深入开展高校分层次教学的必要性 ···········································13

§ 3.3.2 深入开展高校分层次教学的可行性 ···········································17

第四章高校分层次教学的开展 ······························································ 20

§ 4.1 开展高校分层次教学的目标 ······················································ 20

§ 4.2 高校分层次教学的开展过程 ······················································ 23

§ 4.2.1 高校分层次教学的特征 ·························································· 23

§ 4.2.2 高校分层次教学的层次划分 ····················································24

§ 4.2.3 高校分层次教学的开展原则 ····················································33

§ 4.3 高校分层次教学的开展要求 ······················································ 38

§ 4.3.1 高校分层次教学对教师素质的要求 ···········································38

§ 4.3.2 高校分层次教学对课程设置的要求 ···········································41

§ 4.3.3 高校分层次教学对教学管理的要求 ···········································45

§ 4.3.4 高校分层次教学对教学投入的要求 ···········································47

§ 4.3.5 高校分层次教学对教育教学质量评价的要求 ·······························48

第五章高校分层次教学的有效性评价和前景展望 ······································ 52

§ 5.1 高校分层次教学的有效性评价 ··················································· 52

§ 5.1.1 上海理工大学分层次教学方案简介 ···········································52

§ 5.1.2 高校分层次教学激发了学生的学习潜能 ·····································53

§ 5.1.3 高校分层次教学促进了学生文化素质的提高 ·······························55

§ 5.1.4 高校分层次教学促进了学生思想素质的提高 ·······························56

§ 5.1.5 高校分层次教学促进了学生心理素质的提高 ·······························56

§ 5.1.6 高校分层次教学促进了学校教学质量的提高 ·······························57

§ 5.2 高校分层次教学的前景展望 ······················································ 58

§ 5.3 本章小节 ·············································································· 62

第六章结束语 ·················································································63

附录 ································································································· 64

参考文献 ·······················································································71

在读期间公开发表的论文和参与的科研项目 ··············································74

致谢 ································································································· 75

第一章绪论

§ 1.1 问题的提出及研究的意义

§ 1.1.1 研究的背景

1999 年以来的连年扩招，使我国高等教育总规模大幅度增长（见图 1-1）。

我国高等教育毛入学率 2005 年为 21%，据测，到 2010 年为 23%，

2020 年将达 40%，

到2050 年将高达 55%[2]。

图1-1我国历年大学和研究生招生规模[1]

美国著名教育社会家、加州大学伯克利分校的马丁•特罗（Martin Trow）教授，

在《从大众向普及高等教育的转变》和《高等教育的扩展与转化》中提出了高等

教育发展阶段划分的理论：当一个国家大学适龄青年中接受高等教育的比率在

15%以下时，属于精英（Elite）高等教育阶段；15%～50%为大众化（Mass）高等

教育阶段；50%以上为普及化（Universal）高等教育阶段[3]。30 多年来，特罗理论

尽管引起了一些争议，但它得到了经济合作与发展组织（OECD）、美国卡耐基高

等教育审议会（CCHE）等机构的高度评价，在国际高等教育界产生了很大影响，

并被许多国家作为制定高等教育发展政策的一个重要理论依据。根据这一理论，

目前我国高等教育已经步入大众化阶段，并逐渐趋向普及化。

高校扩招推动了大众化高等教育的进程，增加了几百万人的高等教育入学机

会，使一代青年人的整体知识水平得到提高，使国家、社会、家庭和学生都从中

获益。但与此同时，扩招的另一结果是进入高校的人数大幅增加，学校和学校之

大众化教育背景下高校分层次教学的研究

间、学生和学生之间的差距随着招生规模的扩大而加大。“面对新的形势，由于

主观和客观等方面的原因，我们的教育观念、教育体制、教育结构、人才培养模

式、教育内容和教学方法相对滞后，影响了青少年的全面发展，不能适应提高国

民素质的需要”[4]。为此，中共中央、国务院明确指出：“实施素质教育，就是全

面贯彻党的教育方针，以提高国民素质为根本宗旨，以培养学生的创新精神和实

践能力为重点，造就‘有理想、有道德、有文化、有纪律’的德、智、体、美等

全面发展的社会主义事业建设者和接班人”。“全面推进素质教育，要坚持面向全

体学生，为学生的全面发展创造相应的条件”，“尊重学生身心发展特点和教育规

律，使学生生动活泼、积极主动地得到发展”[4]。

当前，如何提高大学生的素质，使他们为适应急速变化的世界做好专业、个

人和社会生活方面的准备，就成为摆在我们面前的紧迫课题。与精英高等教育阶

段相比，大众化高等教育阶段的大学生们在质和量两个方面都发生了很大的变化，

精英高等教育时期的培养模式已经不合时宜，高校改革的现状和效果同大众化高

等教育的要求相去甚远，探索新的培养模式已成为当务之急。

§ 1.1.2 问题的提出

过去精英高等教育阶段，我国高校的培养模式单一，培养出的人才类型也较

为单一；在教学要求上搞“一刀切”，主要以学生的专业知识学习为取向。而如

今高等教育已实现了由“精英教育”向“大众化教育”的转变，一些新的情况不

断涌现：现代社会经济发展对人才的需求更具多样性；学生之间的层次差异进一

步拉大，这一点在全国招生的高校显得尤为突出；大学生的兴趣更加广泛；大学

生更加迫切地需要得到激励。

在这一背景下，我们需要重视和解决的问题是：传统高等教育以绝对的、固

定不变的人才质量标准来“剪裁”不同特点、不同层次的学生，从而导致了划一

的教学模式和分化的学生层次之间的矛盾的产生，这就要求我们更新教育教学观

念，探索出适应新形势的人才培养模式、教学及管理模式。针对这种情况，不少

高校采取了各种措施进行教学改革，分层次教学就是其中有益的尝试。

这个问题正是本文研究的重点，笔者通过调研、分析、论证，试图为问题的

解决提供有益的途径。

§ 1.1.3 研究的意义

众所周知，在高等教育系统中，本科教育处于中心地位，起着承上启下的作

用，它既是研究生教育的重要基础，又是专科生继续深造的首要去处。本科教育

文档加载中……请稍候！
如果长时间未打开，您也可以点击刷新试试。

下载文档到电脑，查找使用更方便

15 积分 4人已下载

立即下载 VIP免费下载

摘要：

摘要为了顺应高等教育大众化趋势，促进学生素质的普遍提高，满足社会经济发展对人才的需求，我国一些高校纷纷开展了分层次教学。本文运用文献查阅、社会调查、问卷调查、统计分析等方法，对几所高校、特别是对上海理工大学近年来在本科教学中实施分层次教学改革的实践进行了调查研究，依据高等教育学及相关理论分析研究了该教学改革实施的背景、过程和效果，旨在为其进一步有效实施提供具有价值的理论参考和实际建议。本文内容主要包括四部分：首先，分析了当前高等教育发展出现的新特征，阐述了新时期高校人才培养的多元化质量标准；第二，阐释了大众化教育背景下高校分层次教学的真正内涵，在此基础上指出了开展高校分层次教学的必要性和可行性...

展开>> 收起<<

大众化教育背景下高校分层次教学的研究.pdf

共77页,预览8页

还剩页未读，继续阅读

大众化教育背景下高校分层次教学的研究

相关推荐

开通VIP享超值会员特权

作者详情

相关内容

推荐作者

热门标签

举报选择: