本文選題：南京大學(xué) + 本科人才培養(yǎng)模式　； 參考：《南京大學(xué)》2013年碩士論文

【摘要】：本科人才培養(yǎng)模式是指：在一定的教育理論、教育思想指導(dǎo)下,為實(shí)現(xiàn)特定的本科人才培養(yǎng)目標(biāo),構(gòu)建相對(duì)穩(wěn)定的教學(xué)內(nèi)容和課程體系,管理制度和評(píng)估方式,實(shí)施本科人才教育的某種運(yùn)行方式和標(biāo)準(zhǔn)樣式,包括：教育理念、培養(yǎng)目標(biāo)、培養(yǎng)內(nèi)容、培養(yǎng)過(guò)程、質(zhì)量反饋五個(gè)要素。 本科教育一直是各國(guó)高等教育的主體部分,承擔(dān)著一個(gè)國(guó)家高級(jí)專門(mén)人才培養(yǎng)的基本任務(wù)。本科人才培養(yǎng)模式從根本上規(guī)定了本科人才的特征,集中地反映了一所高校的教育思想、辦學(xué)理念、辦學(xué)風(fēng)格和人才觀。只有建立了好的人才培養(yǎng)模式,才能從根本上保證人才培養(yǎng)的質(zhì)量。自1999年高校擴(kuò)招后,我國(guó)高等教育由于辦學(xué)條件緊張,高水平師資不足等原因?qū)е铝吮究平虒W(xué)質(zhì)量的相對(duì)下滑,社會(huì)各界都對(duì)本科教育的質(zhì)量提出了質(zhì)疑。因此本科人才培養(yǎng)模式的研究對(duì)于轉(zhuǎn)變高校辦學(xué)理念,推進(jìn)高校教育改革,提升高校本科教學(xué)質(zhì)量,解決大學(xué)生就業(yè)難問(wèn)題具有重要的理論和實(shí)踐意義。 1984-1996年間,南京大學(xué)進(jìn)行了一系列的本科人才培養(yǎng)模式的探索與改革,在改革開(kāi)放中崛起。“為吸引一流生源、給予一流培養(yǎng)、造就一流人才”,南京大學(xué)在繼承傳統(tǒng)的基礎(chǔ)上不斷調(diào)整和創(chuàng)新本科人才培養(yǎng)模式,其“三個(gè)融合為一體”的教育理念,“兩類人才”的培養(yǎng)目標(biāo),“揚(yáng)優(yōu)、支重、改老、扶新”的學(xué)科建設(shè)方針,“小型化”、“個(gè)性化”、“邊緣化”的課程設(shè)置,多樣化的評(píng)價(jià)機(jī)制以及相配套的教育教學(xué)運(yùn)行機(jī)制(如：師資隊(duì)伍建設(shè)、學(xué)校硬件設(shè)施建設(shè)、管理體制創(chuàng)新等),使具有南大特色的本科人才培養(yǎng)模式逐漸形成。經(jīng)過(guò)這段時(shí)間本科教學(xué)理念的沉淀和本科辦學(xué)實(shí)踐經(jīng)驗(yàn)的崛起,南京大學(xué)形成了切合自身辦學(xué)定位,具有自身特色的人才培養(yǎng)模式,各項(xiàng)辦學(xué)指標(biāo)和綜合實(shí)力均位居全國(guó)高校前列。 本文從本科人才培養(yǎng)模式的內(nèi)涵入手分析其內(nèi)容要素,在理論探索的前提下,深度挖掘史料,對(duì)南京大學(xué)1984到1996年十多年間本科教育理念、人才培養(yǎng)目標(biāo)、課程結(jié)構(gòu)與體系、培養(yǎng)過(guò)程、評(píng)價(jià)反饋以及教學(xué)運(yùn)營(yíng)機(jī)制等各方面的史料進(jìn)行梳理,結(jié)合研究時(shí)間段內(nèi)本科就讀于南京大學(xué)人員的訪談材料,在經(jīng)驗(yàn)總結(jié)、事實(shí)分析的基礎(chǔ)上,概括出當(dāng)時(shí)南京大學(xué)的本科人才培養(yǎng)模式。并且結(jié)合時(shí)代背景,對(duì)材料進(jìn)行深入的理解與挖掘,提煉1984-1996年南京大學(xué)本科人才培養(yǎng)模式的特征,為當(dāng)代高等院校推進(jìn)人才培養(yǎng)模式改革提供借鑒、指導(dǎo)和較為明晰的操作思路。
[Abstract]:The training mode of undergraduate talents refers to: under the guidance of certain educational theory and educational thought, in order to realize the specific training goal of undergraduate talents, to construct relatively stable teaching content and curriculum system, management system and evaluation method. The operation mode and standard pattern of undergraduate talent education include five elements: educational idea, training goal, training content, training process and quality feedback. Undergraduate education is the main part of higher education all over the world. The training mode of undergraduate talents basically stipulates the characteristics of undergraduate talents, and reflects the educational thought, school idea, school style and talent view of a university. Only by establishing a good talent training model, can the quality of talent training be guaranteed fundamentally. Since the expansion of college enrollment in 1999, the relative decline of undergraduate teaching quality has been caused by the shortage of high level teachers and so on. The quality of undergraduate education has been questioned by all walks of life. Therefore, the research of undergraduate talent training mode has important theoretical and practical significance for changing the idea of running a university, promoting the reform of university education, improving the quality of undergraduate teaching, and solving the problem of college students' employment difficulties. From 1984 to 1996, Nanjing University carried out a series of exploration and reform of undergraduate talent training mode, and rose in the process of reform and opening up. "in order to attract first-class students, give first-class training and bring up first-class talents", Nanjing University, on the basis of inheriting the tradition, constantly adjusts and innovates the training mode of undergraduate talents, and its educational concept of "three merges into one", The training goal of "two types of talents", the discipline construction policy of "promoting excellence, supporting the old, helping the new", "miniaturization", "individualization", "marginalization" of the curriculum, The diversified evaluation mechanism and the corresponding operating mechanism of education and teaching (such as the construction of the teaching staff, the construction of the school hardware facilities, the innovation of the management system, etc.) have gradually formed the training mode of undergraduate talents with the characteristics of the South University. After the precipitation of undergraduate teaching concept and the rise of practical experience in undergraduate education, Nanjing University has formed a talent training model with its own characteristics. School-running indicators and comprehensive strength are among the top universities in the country. This paper begins with the connotation of undergraduate talent training mode and analyzes its content elements. On the premise of theoretical exploration, this paper deeply excavates the historical data, and analyzes the undergraduate education concept, talent training goal, curriculum structure and system of Nanjing University in more than ten years from 1984 to 1996. The training process, evaluation feedback, teaching operation mechanism and other aspects of the historical materials combing, combined with the research period of undergraduate students in Nanjing University interviews, on the basis of experience summary, facts analysis, Summarized at that time Nanjing University undergraduate talent training model. And combined with the background of the times, the materials are deeply understood and excavated, and the characteristics of the undergraduate talent training model of Nanjing University from 1984 to 1996 are refined, which provides a reference for contemporary colleges and universities to promote the reform of the talent training model. Guidance and more clear operational ideas.
【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G642.0

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