地方高校的学分制管理制度创新研究
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摘要
学分制是一种以学生为中心,选课制为核心的先进教学管理制度。在教育过程中强调学生个性特征,通过开设大量的选修课程来满足学生的学习要求,使学生得到全面发展并具备为社会经济发展服务的能力。本文紧紧围绕“地方普通高等院校如何构建学分制管理制度”这个主题。在分析国内外学分制文献的基础上,运用创新理论对地方普通高等院校学分制管理制度进行构建。
在上述分析的基础上,笔者完成了以下主要研究工作：首先,对创新理论、持续创新理论、教育创新理论及学分制管理创新理论文献进行了梳理评述。进而运用创新理论和方法,针对我国地方普通高校在推行学分制改革实践中存在的学分制改革意识不强；人才培养目标不明确；选修课比例低；选修课程质量不高；学生盲目性选课突出；教学资源紧张；教学管理队伍建设投入不够等问题,建立了地方普通高等院校学分制管理创新理论框架。运用以上理论框架,密切结合曲靖师范学院实际,具体分析了曲靖师范学院学分制管理创新的特点,从构建专业培养方案；明确本科专业人才培养目标和规格；课程结构体系及选课方式；学制、学时与学分和毕业条件要求；学制与学分；课程分类及修读；课程考核与成绩记载；学生日常教学工作的考勤与纪律；转专业、转学与退学；本科学生导师制建设等十个方面,建立了该校学分制管理创新的实施方案。最后,对方案实施的效果进行了调查分析评价,并对该校学分制管理改革创新的深化发展提出了：正确理性的认识学分制；明确教职工特别是一线教职工在学分制管理制度创新中的主体地位；积极吸收改革前的合理因素；建立与学分制管理制度相匹配的分配激励制度；建立长效合理的教师培训制度；以教学为中心,对教育资源进行合理高效配置；成立专门的学分制改革主管部门；加强教师队伍建设；加强教学管理队伍建设,提升教学管理水平；强化教学管理网络平台建设的对策和建议。
Credit is a student-centered, elective system as the core of advanced teaching management system. Students in the educational process to emphasize personality traits, by opening a large number of elective courses to meet the learning needs of students so that students have for the all round development and social and economic development services. The paper is focus on "how to build a credit system where ordinary institutions of higher learning management system" as the theme. In the analysis of domestic credit on the basis of the literature, the use of innovative theory of local ordinary institutions of higher learning management system to build credit.
In the above analysis. Author completed the following major work.The first Part Theory of innovation, continuous innovation theory, innovation theory, and educational credit management innovation theory has combed the literature reviewed. And thus use theories and methods of innovation. In view of the local colleges and universities in the implementation of credit reform, credit reform, the existence of the practice of awareness is not strong, Training objectives are not clear, Low proportion of elective courses. High quality elective courses. Outstanding student elective blindness. Teaching resource constraints. Teaching is not enough input in the construction management team and other issues, established of local management innovation in Higher Education Credit theoretical framework.The second part Use of the above theoretical framework, Closely to the actual Qujing Normal College. Detailed analysis of the Qujing Normal College credit management innovation characteristics. From building a professional training program. Undergraduate professional training objectives clearly and specifications,Course structure and course selection method. Education system, hours and conditions of credit and graduation requirements. Education system and credits. Classification and study courses. Programs examination and achievement records. Teaching of students in daily attendance and discipline. Turn professional, transfer and withdrawal. Tutorial system Bachelor students in construction. Established a school credit management innovation implementation.The last part Implementation results of the program conducted a survey analysis and evaluation. School reform and innovation as well the deepening credit management proposed development. Rational understanding of the credit. Staff, especially front-line staff specifically position in the credit management system innovation, Actively learn from rational before the reform elements. Established and the credit management system matching the allocation of incentive system, Establish reasonably long-term teacher education system. To the teaching center, the rational and efficient allocation of educational resources. Establishment of specialized authorities of credit reform. Strengthen construction of teacher. Strengthen education management building of the contingent, improve the level of education management. Strengthen the management of the network platform of education measures and recommendations..
在上述分析的基础上,笔者完成了以下主要研究工作：首先,对创新理论、持续创新理论、教育创新理论及学分制管理创新理论文献进行了梳理评述。进而运用创新理论和方法,针对我国地方普通高校在推行学分制改革实践中存在的学分制改革意识不强；人才培养目标不明确；选修课比例低；选修课程质量不高；学生盲目性选课突出；教学资源紧张；教学管理队伍建设投入不够等问题,建立了地方普通高等院校学分制管理创新理论框架。运用以上理论框架,密切结合曲靖师范学院实际,具体分析了曲靖师范学院学分制管理创新的特点,从构建专业培养方案；明确本科专业人才培养目标和规格；课程结构体系及选课方式；学制、学时与学分和毕业条件要求；学制与学分；课程分类及修读；课程考核与成绩记载；学生日常教学工作的考勤与纪律；转专业、转学与退学；本科学生导师制建设等十个方面,建立了该校学分制管理创新的实施方案。最后,对方案实施的效果进行了调查分析评价,并对该校学分制管理改革创新的深化发展提出了：正确理性的认识学分制；明确教职工特别是一线教职工在学分制管理制度创新中的主体地位；积极吸收改革前的合理因素；建立与学分制管理制度相匹配的分配激励制度；建立长效合理的教师培训制度；以教学为中心,对教育资源进行合理高效配置；成立专门的学分制改革主管部门；加强教师队伍建设；加强教学管理队伍建设,提升教学管理水平；强化教学管理网络平台建设的对策和建议。
Credit is a student-centered, elective system as the core of advanced teaching management system. Students in the educational process to emphasize personality traits, by opening a large number of elective courses to meet the learning needs of students so that students have for the all round development and social and economic development services. The paper is focus on "how to build a credit system where ordinary institutions of higher learning management system" as the theme. In the analysis of domestic credit on the basis of the literature, the use of innovative theory of local ordinary institutions of higher learning management system to build credit.
In the above analysis. Author completed the following major work.The first Part Theory of innovation, continuous innovation theory, innovation theory, and educational credit management innovation theory has combed the literature reviewed. And thus use theories and methods of innovation. In view of the local colleges and universities in the implementation of credit reform, credit reform, the existence of the practice of awareness is not strong, Training objectives are not clear, Low proportion of elective courses. High quality elective courses. Outstanding student elective blindness. Teaching resource constraints. Teaching is not enough input in the construction management team and other issues, established of local management innovation in Higher Education Credit theoretical framework.The second part Use of the above theoretical framework, Closely to the actual Qujing Normal College. Detailed analysis of the Qujing Normal College credit management innovation characteristics. From building a professional training program. Undergraduate professional training objectives clearly and specifications,Course structure and course selection method. Education system, hours and conditions of credit and graduation requirements. Education system and credits. Classification and study courses. Programs examination and achievement records. Teaching of students in daily attendance and discipline. Turn professional, transfer and withdrawal. Tutorial system Bachelor students in construction. Established a school credit management innovation implementation.The last part Implementation results of the program conducted a survey analysis and evaluation. School reform and innovation as well the deepening credit management proposed development. Rational understanding of the credit. Staff, especially front-line staff specifically position in the credit management system innovation, Actively learn from rational before the reform elements. Established and the credit management system matching the allocation of incentive system, Establish reasonably long-term teacher education system. To the teaching center, the rational and efficient allocation of educational resources. Establishment of specialized authorities of credit reform. Strengthen construction of teacher. Strengthen education management building of the contingent, improve the level of education management. Strengthen the management of the network platform of education measures and recommendations..
引文
[1]中国百科大辞典.中国大百科全书出版社,2003年,第8卷,6137页
[2]D.Rowntree. A Dictionary of Education; Barnes & Noble books,Totowa,New Jersey,1982,56.
[31 Carter V.Good.Dictionary of Education(thirdEdition), Mc Grew-Hill Book Company,1973.153. [J].
[4]蔡先金.大学学分制的生成逻辑[J].高等教育研究,2006,27(6)：9-14
[5]周天度.蔡元培传[M].北京：人民出版社,1984
[6]崔玉平.高等教育制度创新的经济学分析[M].北京：北京师范大学出版社,2002,158
[7]中国教育与人力资源问题报告课题组,从人口大国迈向人力资源强国[M].北京：高等教育出版社,2003,13
[8]周清明.中国高校学分制研究——弹性学分制的理论与实践[M].北京：人民出版社,2008,191
[9]刘道玉.学分制对传统教学制度提出的挑战[J].教育评论,2006,(3)：66-67
[10]关于开展国家教育体制改革试点的通知.国务院办公厅.2010年10月24日,http://www.gov.cn/zwgk/2011-01/12/content_1783332.htm
[11]2009年具有普通高等学历教育招生资格的高等学校名单.教育部发展规划司http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/s4960/201012/113593.h tml
[12]2009年教育统计数据.http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/s4960/201012/113595.h tml
[13]马福婷.中国高等学校实施学分制的历史与现状[J].河北北方学院学报,2007,6：74-75
[14]约翰·S·布鲁贝克著.王承诸.郑继伟等译.高等教育哲学[M].杭州：浙江教育出版社,1987,58
[15]李克安,宋鑫.推进学分制与北大本科教学改革[J],中国高等教育,2003,(5)：30
[16]约瑟夫·熊彼特.经济发展理论.九州出版社,2007,149
[17]袁连生.教育成本计量探讨[M].北京：北京师范大学出版社,2000,58
[18]Mark.W.McElroy,The Principle of Sustainable Innovation[R],White Paper,Macro-innovation Associates,LLC,USA,2002
[19]Kennth Arrow. "Economic Welfare and the Allocation of Resources for Inventions "in R.R. Nelson(ed):The Rate and Direction of Inventive Activity,Princeton Universisty,1962
[20]向刚,李振国等.持续创新：玉溪卷烟厂发展之路.管理工程学报,1997.6
[21]朱作仁.教育辞典[K].南昌：江西教育出版社,1987：586
[22]John S. Brubacher & Willis Rudy,Higher Education in Transition:An American History:1636-1956,P.101
[23]Miller. Richard. Major in the 21st Century.American Salem:Higher Education Issues and Challenges Athenaeum Press.1999,114-119
[24]Farrand.Elizabeth M. History of the University of Michigan,Register Publishing House,1885,P.267-268
[25]陈秀明.学分制的由来与发展.北京联合大学学报,1995年第2期
[26]朱国宏.哈佛帝国[M].上海：上海人民出版社,2002,69
[27]Samuel Eliot Morison.Three Centuries of Harvard:1636-1936.Belknap Press of Harvard University Press.1994.448
[28]Higher Education Policy,Vot.4, No.1,1991, P45-P48, by Lucien Michaud.(An Idea of the University
[29]肖菊蓉.对高校学分制实施的反思和重建方略[J].现代大学教育,2003,(2)：87
[30]李伟言,柳海民.学分制改革中的认识误区及对策研究.高等教育研究,2005年1月
[31]Higher Education Transition, J.S.Brubacher and W.Rudy,1976
[32]isa tsui.courses and instruction affecting critical Thinking.Research in Higher Education,1999,(2):18
[33]Joseph A.Soares.The Decline of the Previlige:the modernization of oxford University.San Francisoc:Standford University Press,1999,44
[34]张继华.论高校课程改革及发展趋势[J].高等教育,2000,(3)：8
[35]赵利.完善我国高校学分制探索[J].高等教育,,2001,(12)：63
[36]李建国.学分制与高校德育工作[J].广西大学学报,2002,(5)
[37]J.P.Guilford.Traits of Creativity.In:H.H Anderson(ED.) Creativity and It's Cultivation.New York:Harper & Publisher,1959,142-161
[38]梁家君.学分制下高校按大类招生人才培养模式的探索.2006,(2)：8
[39]Brubacher and John Seiler, Higher Education In Transition[J] New Brunswick 1997,330
[40]周泉兴.人才培养模式的理性思考.高教理科教育,2006,(1)：42-43
[41]王诚怡.关于实施学分制的几点思考.江苏高教,2003,(3)
[42]Frost,Susan H.Academic Advising for Student Success:A system of Shared Responsibility.http://firstsearch.oclc.org/webZ/eric/1991.11.01
[43]University of oxford.Undergraduate Prospects 2000-2001.London:University of oxford,1999,7
[44]杜才平,金凌虹.浙江省内四所本科院校学分制改革现状及其启示[J].台州学院学报,2007,29(1)：55-58
[45]陈廷柱.学习型社会的高等教育[M].南京：南京师范大学出版社,2004,294
[46]郝军红等.教学管理是高等学校提高办学质量的基石[J].辽宁行政学院学报,2007,9(9)：211
[47]#12
[48]邹从清等.论完全学分制下的高校德育创新问题[J].重庆工学院学报,2005,(1)
[49]林冬月.适应学分制改革构建高校学生工作新体系[J].玉溪师范学院,2005,(7)
[50]王文波.完全学分制下我国高校学生工作管理模式构建.2005,(5)：38
[51]徐广安.高校教学过程性评价初探.山东省青年管理干部学院学报,2003,(5)：100
[52]陈玉馄.教育评价学.北京人民教育出版社,1999,98
[53]吴向阳,丁勇.对“完全学分制”的认识与思考.江苏大学学报(高教研究版),2003,10
[54]黄可雯.论学分制对我国高等教育公平的促进作用.2008,,(1)：14
[55]Paul Ashwin. Variation in students' experiences of the "oxford Tutorial".Higher Education,50:2005,632
[56]America'sBestColleges2007[EB/OL].htrp://www.usnews.com/usnews/edu/eolleg e/rankings/brief/natudoc/tierl/tlnatudoe-brief.php
[57]费英勤,李向晟.学分制条件下高校学生管理体制的改革与创新.黑龙江高教研究,2006,(7)：87
[58]刘青.中国高校学分制改革及发展对策分析.2005,(4)：30
[59]王慧.我国高校推行学分制的主要制约因素研究.2005,(2)：43
[60]徐颖.基于学生利益的我国高校收费问题研究.2006,(6)：126
[2]D.Rowntree. A Dictionary of Education; Barnes & Noble books,Totowa,New Jersey,1982,56.
[31 Carter V.Good.Dictionary of Education(thirdEdition), Mc Grew-Hill Book Company,1973.153. [J].
[4]蔡先金.大学学分制的生成逻辑[J].高等教育研究,2006,27(6)：9-14
[5]周天度.蔡元培传[M].北京：人民出版社,1984
[6]崔玉平.高等教育制度创新的经济学分析[M].北京：北京师范大学出版社,2002,158
[7]中国教育与人力资源问题报告课题组,从人口大国迈向人力资源强国[M].北京：高等教育出版社,2003,13
[8]周清明.中国高校学分制研究——弹性学分制的理论与实践[M].北京：人民出版社,2008,191
[9]刘道玉.学分制对传统教学制度提出的挑战[J].教育评论,2006,(3)：66-67
[10]关于开展国家教育体制改革试点的通知.国务院办公厅.2010年10月24日,http://www.gov.cn/zwgk/2011-01/12/content_1783332.htm
[11]2009年具有普通高等学历教育招生资格的高等学校名单.教育部发展规划司http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/s4960/201012/113593.h tml
[12]2009年教育统计数据.http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/s4960/201012/113595.h tml
[13]马福婷.中国高等学校实施学分制的历史与现状[J].河北北方学院学报,2007,6：74-75
[14]约翰·S·布鲁贝克著.王承诸.郑继伟等译.高等教育哲学[M].杭州：浙江教育出版社,1987,58
[15]李克安,宋鑫.推进学分制与北大本科教学改革[J],中国高等教育,2003,(5)：30
[16]约瑟夫·熊彼特.经济发展理论.九州出版社,2007,149
[17]袁连生.教育成本计量探讨[M].北京：北京师范大学出版社,2000,58
[18]Mark.W.McElroy,The Principle of Sustainable Innovation[R],White Paper,Macro-innovation Associates,LLC,USA,2002
[19]Kennth Arrow. "Economic Welfare and the Allocation of Resources for Inventions "in R.R. Nelson(ed):The Rate and Direction of Inventive Activity,Princeton Universisty,1962
[20]向刚,李振国等.持续创新：玉溪卷烟厂发展之路.管理工程学报,1997.6
[21]朱作仁.教育辞典[K].南昌：江西教育出版社,1987：586
[22]John S. Brubacher & Willis Rudy,Higher Education in Transition:An American History:1636-1956,P.101
[23]Miller. Richard. Major in the 21st Century.American Salem:Higher Education Issues and Challenges Athenaeum Press.1999,114-119
[24]Farrand.Elizabeth M. History of the University of Michigan,Register Publishing House,1885,P.267-268
[25]陈秀明.学分制的由来与发展.北京联合大学学报,1995年第2期
[26]朱国宏.哈佛帝国[M].上海：上海人民出版社,2002,69
[27]Samuel Eliot Morison.Three Centuries of Harvard:1636-1936.Belknap Press of Harvard University Press.1994.448
[28]Higher Education Policy,Vot.4, No.1,1991, P45-P48, by Lucien Michaud.(An Idea of the University
[29]肖菊蓉.对高校学分制实施的反思和重建方略[J].现代大学教育,2003,(2)：87
[30]李伟言,柳海民.学分制改革中的认识误区及对策研究.高等教育研究,2005年1月
[31]Higher Education Transition, J.S.Brubacher and W.Rudy,1976
[32]isa tsui.courses and instruction affecting critical Thinking.Research in Higher Education,1999,(2):18
[33]Joseph A.Soares.The Decline of the Previlige:the modernization of oxford University.San Francisoc:Standford University Press,1999,44
[34]张继华.论高校课程改革及发展趋势[J].高等教育,2000,(3)：8
[35]赵利.完善我国高校学分制探索[J].高等教育,,2001,(12)：63
[36]李建国.学分制与高校德育工作[J].广西大学学报,2002,(5)
[37]J.P.Guilford.Traits of Creativity.In:H.H Anderson(ED.) Creativity and It's Cultivation.New York:Harper & Publisher,1959,142-161
[38]梁家君.学分制下高校按大类招生人才培养模式的探索.2006,(2)：8
[39]Brubacher and John Seiler, Higher Education In Transition[J] New Brunswick 1997,330
[40]周泉兴.人才培养模式的理性思考.高教理科教育,2006,(1)：42-43
[41]王诚怡.关于实施学分制的几点思考.江苏高教,2003,(3)
[42]Frost,Susan H.Academic Advising for Student Success:A system of Shared Responsibility.http://firstsearch.oclc.org/webZ/eric/1991.11.01
[43]University of oxford.Undergraduate Prospects 2000-2001.London:University of oxford,1999,7
[44]杜才平,金凌虹.浙江省内四所本科院校学分制改革现状及其启示[J].台州学院学报,2007,29(1)：55-58
[45]陈廷柱.学习型社会的高等教育[M].南京：南京师范大学出版社,2004,294
[46]郝军红等.教学管理是高等学校提高办学质量的基石[J].辽宁行政学院学报,2007,9(9)：211
[47]#12
[48]邹从清等.论完全学分制下的高校德育创新问题[J].重庆工学院学报,2005,(1)
[49]林冬月.适应学分制改革构建高校学生工作新体系[J].玉溪师范学院,2005,(7)
[50]王文波.完全学分制下我国高校学生工作管理模式构建.2005,(5)：38
[51]徐广安.高校教学过程性评价初探.山东省青年管理干部学院学报,2003,(5)：100
[52]陈玉馄.教育评价学.北京人民教育出版社,1999,98
[53]吴向阳,丁勇.对“完全学分制”的认识与思考.江苏大学学报(高教研究版),2003,10
[54]黄可雯.论学分制对我国高等教育公平的促进作用.2008,,(1)：14
[55]Paul Ashwin. Variation in students' experiences of the "oxford Tutorial".Higher Education,50:2005,632
[56]America'sBestColleges2007[EB/OL].htrp://www.usnews.com/usnews/edu/eolleg e/rankings/brief/natudoc/tierl/tlnatudoe-brief.php
[57]费英勤,李向晟.学分制条件下高校学生管理体制的改革与创新.黑龙江高教研究,2006,(7)：87
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