本文選題：本科 + 轉(zhuǎn)專業(yè)　； 參考：《華中師范大學(xué)》2013年碩士論文

【摘要】：轉(zhuǎn)專業(yè)制度作為一塊教學(xué)管理制度改革的“試驗田”,從萌芽階段的緩慢探索,經(jīng)歷了束縛與自由之間交替更迭的發(fā)展背景,逐步呈現(xiàn)規(guī)范化的趨勢。本研究從歷史維度對轉(zhuǎn)專業(yè)制度的發(fā)展進行梳理,選取武漢七所211高校與美國三所一流大學(xué)的案例進行比較,從轉(zhuǎn)專業(yè)制度文本結(jié)構(gòu)分析、轉(zhuǎn)專業(yè)文本內(nèi)容解讀兩個方面進行研究,從而提出我國轉(zhuǎn)專業(yè)制度改革的建議。 緒論部分簡要介紹本研究的緣起、研究的意義、研究內(nèi)容和方法,著重對轉(zhuǎn)專業(yè)研究文獻進行梳理。第二部分對轉(zhuǎn)專業(yè)制度相關(guān)概念進行界定。第三部分回溯了轉(zhuǎn)專業(yè)制度的歷史演變,發(fā)現(xiàn)我國轉(zhuǎn)專業(yè)制度經(jīng)歷了初創(chuàng)階段、停滯階段、恢復(fù)階段、規(guī)范階段之后,轉(zhuǎn)專業(yè)制度呈現(xiàn)出新的發(fā)展態(tài)勢。本研究在第四部分選取了武漢市7所211高校的轉(zhuǎn)專業(yè)制度文本作為分析對象,建立了如下分析框架：轉(zhuǎn)專業(yè)制度文本的結(jié)構(gòu)分析、轉(zhuǎn)專業(yè)制度文本的內(nèi)容解讀,具體細分為轉(zhuǎn)專業(yè)的時間安排、轉(zhuǎn)專業(yè)的對象范圍、轉(zhuǎn)專業(yè)的人數(shù)控制、轉(zhuǎn)專業(yè)的考評方式、轉(zhuǎn)專業(yè)的操作流程。通過研究發(fā)現(xiàn),大學(xué)轉(zhuǎn)專業(yè)制度文本的結(jié)構(gòu)與主體內(nèi)容基本一致,轉(zhuǎn)專業(yè)制度的時間安排大部分屬于“固定時間型”,轉(zhuǎn)專業(yè)制度的對象范圍屬于“局部限制型”,轉(zhuǎn)專業(yè)制度的人數(shù)控存在轉(zhuǎn)出與轉(zhuǎn)入控制兩種標(biāo)準(zhǔn)、轉(zhuǎn)專業(yè)制度的第二層“過濾網(wǎng)”是考核,轉(zhuǎn)專業(yè)工作主要分為六個流程：公告—申請—審核—考評—錄取—辦理學(xué)籍異動手續(xù)。并提出我國轉(zhuǎn)專業(yè)制度存在的主要問題：轉(zhuǎn)專業(yè)資格限制過多、轉(zhuǎn)專業(yè)時間過于集中、轉(zhuǎn)專業(yè)考核制度單一、專業(yè)實體結(jié)構(gòu)間轉(zhuǎn)換的障礙、專業(yè)設(shè)置缺乏自主機制、專業(yè)選擇時間過早。 本研究在第五部分對美國三所世界高水平所大學(xué)(哈佛大學(xué)、加州大學(xué)伯克利分校、麻省理工學(xué)院)的轉(zhuǎn)專業(yè)制度進行分析,發(fā)現(xiàn)其特征為：課程組合的專業(yè)內(nèi)涵、靈活自主與咨詢輔導(dǎo)結(jié)合的專業(yè)選擇、寬松自由的轉(zhuǎn)專業(yè)制度。從而總結(jié)出美國大學(xué)轉(zhuǎn)專業(yè)制度對我國的啟示：轉(zhuǎn)專業(yè)理念方面從“管理者本位”轉(zhuǎn)向“學(xué)生本位”、轉(zhuǎn)專業(yè)制度方面從“多方限制”轉(zhuǎn)向“全面靈活”、轉(zhuǎn)專業(yè)保障方面從“指導(dǎo)不力”轉(zhuǎn)向“充分指導(dǎo)”。最后提出了轉(zhuǎn)專業(yè)制度改革的對策建議：一、建立現(xiàn)代化的轉(zhuǎn)專業(yè)制度。二、構(gòu)建良好的轉(zhuǎn)專業(yè)學(xué)校制度環(huán)境。三、建立轉(zhuǎn)專業(yè)咨詢服務(wù)機制。
[Abstract]:As an "experimental field" for the reform of teaching management system, the system of transferring specialty has experienced the background of alternating between restraint and freedom from the slow exploration of the embryonic stage, and gradually presents the trend of standardization. This study combs the development of the system of transferring specialty from the historical dimension, selects the case of seven 211 universities in Wuhan and three first-class universities in the United States to carry on the comparison, and analyzes the text structure of the system of transferring specialty from the perspective of history. In order to put forward the suggestion of reforming the system of transferring specialty, this paper makes a study on the interpretation of the text. The introduction briefly introduces the origin, significance, contents and methods of this study, and focuses on sorting out the research literature. The second part defines the concept of transfer system. The third part looks back the historical evolution of the system, and finds that the system has experienced a new development trend after the initial stage, stagnation stage, recovery stage, standard stage. In the fourth part of this study, the text of the system of transferring specialty in 7 colleges and universities in Wuhan is selected as the analysis object, and the following analysis frame is established: the structure analysis of the text of the system of transferring specialty, the interpretation of the content of the text of the system of transferring specialty; The specific subdivision is the time arrangement, the object scope, the number control, the evaluation method and the operation flow. Through the research, it is found that the structure of the text of the system is basically consistent with the content of the subject, and the time arrangement of the system belongs to the "fixed time type", and the object scope of the system belongs to the "partial limitation type". There are two kinds of standards of turning out and transferring control in the CNC of the people who transfer the specialty system. The second "filter" of the system is the examination. Transfer work is mainly divided into six processes: announcement-application-review-evaluation-admission-handling procedures for student status change. It also points out the main problems existing in the system of professional conversion in our country: too many restrictions on the qualification of conversion, too much concentration of the time of transfer, a single system of professional examination, obstacles to the conversion of the structure of professional entities, and lack of independent mechanism for professional setting. It is too early to choose a major. In the fifth part of this study, the author analyzes the transfer system of three high level universities in the United States (Harvard University, Berkeley University of California, Massachusetts Institute of Technology), and finds that the characteristics of the system are: the professional connotation of the curriculum portfolio. The combination of flexible autonomy and counseling professional choice, loose and free system of professional transfer. From this, the author summarizes the enlightenment to our country from the idea of changing majors from "manager standard" to "student standard", and from "multi-restriction" to "comprehensive flexibility" in the aspect of the system of changing major from "multi-restriction" to "comprehensive flexibility". Turn professional safeguard from "weak guidance" to "full guidance". Finally, the author puts forward the countermeasures and suggestions for the reform of the system of transferring majors: first, to establish a modern system of transferring majors. Second, to build a good institutional environment for professional schools. Third, the establishment of professional consulting service mechanism.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G642.0

【參考文獻】

相關(guān)期刊論文 前10條

1 胡麗偉;高校轉(zhuǎn)專業(yè)現(xiàn)象的幾點思考[J];浙江中醫(yī)學(xué)院學(xué)報;2004年06期

2 金頂兵;;美國七所世界一流大學(xué)本科生專業(yè)選擇的比較分析[J];北京大學(xué)教育評論;2006年03期

3 騰曉蓉;;大專院校新生入學(xué)要求轉(zhuǎn)專業(yè)的因素分析和應(yīng)對辦法[J];時代教育(教育教學(xué)版);2008年10期

4 崔岳;;高校轉(zhuǎn)專業(yè)本科生學(xué)習(xí)生活的現(xiàn)狀與問題——北師大轉(zhuǎn)專業(yè)學(xué)生的調(diào)查[J];大學(xué)(研究與評價);2009年Z1期

5 王永;;大學(xué)生轉(zhuǎn)專業(yè)的動因及其發(fā)展研究[J];高教論壇;2008年01期

6 康志勝,陳英;規(guī)范轉(zhuǎn)專業(yè)程序 強化學(xué)籍異動管理——對學(xué)生調(diào)整專業(yè)的思考[J];甘肅社會科學(xué);1999年S1期

7 雷樹祥;;高校學(xué)生轉(zhuǎn)專業(yè)的現(xiàn)狀分析與思考[J];高教與經(jīng)濟;2007年01期

8 夏仕亮;;高校大學(xué)生轉(zhuǎn)專業(yè)若干問題探討[J];淮陰師范學(xué)院教育科學(xué)論壇;2011年Z1期

9 盧曉東,陳孝戴;高等學(xué)�！皩I(yè)”內(nèi)涵研究[J];教育研究;2002年07期

10 徐琳;唐晨;錢靜;秦虎;孟慧;;大學(xué)生專業(yè)興趣度與轉(zhuǎn)專業(yè)傾向及行為的關(guān)系[J];心理研究;2011年03期

相關(guān)碩士學(xué)位論文 前1條

1 肖珍教;上海地區(qū)高校本科生轉(zhuǎn)專業(yè)的現(xiàn)狀研究[D];華東師范大學(xué);2004年

，

本文編號：1913714