【摘要】：我國高等教育進(jìn)入大眾化階段以后，如何保障和提升高等學(xué)校教學(xué)質(zhì)量，已成為高等教育改革和發(fā)展的關(guān)鍵問題。美國高校之所以保持了較高的教學(xué)質(zhì)量，課程實(shí)施大綱(syllabus)是一個(gè)關(guān)鍵因素。通過研究美國高校課程實(shí)施大綱，可以給我國高校改進(jìn)教學(xué)質(zhì)量保障提供一定參考。 本論文研究的問題是：課程實(shí)施大綱的理論依據(jù)是什么？課程實(shí)施大綱的功能有哪些？課程實(shí)施大綱的各組成部分與要求是什么？課程實(shí)施大綱對我國高校教學(xué)改革有哪些啟示？研究者以收集到的67份美國本科院校和社區(qū)學(xué)院的課程實(shí)施大綱為研究對象，運(yùn)用內(nèi)容分析法對課程實(shí)施大綱進(jìn)行了理論分析和要素分析，揭示課程實(shí)施大綱的基本特征和撰寫要求，以及與保障教學(xué)質(zhì)量之間的關(guān)系。 研究發(fā)現(xiàn)，作為教師開課前必備的教學(xué)文件，美國高校課程實(shí)施大綱體現(xiàn)了師生間強(qiáng)烈的契約意識，，是對師生教與學(xué)行為的約束；同時(shí)，大綱設(shè)計(jì)充分反映了以學(xué)生為中心的教學(xué)理念和對學(xué)生的學(xué)習(xí)需要與學(xué)習(xí)過程的關(guān)注，是學(xué)生學(xué)習(xí)的指南和教師教學(xué)的憑借；此外，大綱是教學(xué)規(guī)范化管理的載體和教學(xué)評價(jià)的依據(jù)，教學(xué)質(zhì)量監(jiān)控因此而貫穿于教與學(xué)的全過程，這從根本上確保了教學(xué)的整體質(zhì)量。大綱一般包括了七個(gè)關(guān)鍵要素：基本信息、課程介紹、課程目標(biāo)、課程資料、課程要求和評估標(biāo)準(zhǔn)、其他政策以及進(jìn)度安排。通過分析發(fā)現(xiàn)，在大綱撰寫過程中，教學(xué)目標(biāo)應(yīng)清晰明確，具有可測性；各要素內(nèi)容則始終圍繞教學(xué)目標(biāo)展開，充分體現(xiàn)教學(xué)以學(xué)生為主體的思想；各類課程政策應(yīng)盡可能全面，避免師生間不必要的矛盾；課程進(jìn)度安排應(yīng)結(jié)合實(shí)際教學(xué)時(shí)間編排，明確停、調(diào)課時(shí)間。不過，不同的課程會有不同的大綱，即使是相同課程不同的授課教師，大綱編寫上也會大相徑庭，這也充分體現(xiàn)了美國高校在強(qiáng)調(diào)管理統(tǒng)一規(guī)范與尊重教師教學(xué)自主之間保持了合理的平衡。 通過對課程實(shí)施大綱的研究，研究者對推進(jìn)我國高校教學(xué)改革提出了幾條政策建議：1.建議高校出臺相關(guān)政策，將教師在開課前向?qū)W生提供課程實(shí)施大綱作為強(qiáng)制規(guī)定，并要求教師嚴(yán)格按照大綱進(jìn)行教學(xué)；2.建議高校組織專人對教師的大綱編寫工作進(jìn)行指導(dǎo)和培訓(xùn)，并設(shè)立大綱編制評價(jià)機(jī)制；3.將大綱與教師的教學(xué)考核掛鉤，并作為生評教的依據(jù)，使學(xué)生成為監(jiān)督教師教學(xué)的主體；4.將大綱作為下一輪高等學(xué)校本科教學(xué)工作水平評估的基本指標(biāo)。
[Abstract]:After the popularization of higher education in our country, how to guarantee and improve the teaching quality of higher education has become a key issue in the reform and development of higher education. Curriculum implementation outline (syllabus) is a key factor in maintaining high teaching quality in American colleges and universities. By studying the curriculum implementation outline of American colleges and universities, we can provide some reference for improving the teaching quality of colleges and universities in our country. The question of this thesis is: what is the theoretical basis of the curriculum implementation outline? What are the functions of the syllabus? What are the components and requirements of the syllabus? What enlightenment does the curriculum implementation outline have to our country university teaching reform? Based on the 67 syllabuses of undergraduate colleges and community colleges in the United States, the researchers used content analysis method to analyze the curriculum implementation outline theoretically and essential elements. It reveals the basic characteristics and writing requirements of the curriculum implementation outline, and the relationship between the curriculum implementation outline and the guarantee of teaching quality. It is found that, as a necessary teaching document before teachers' opening, the curriculum implementation syllabus of American colleges and universities embodies a strong sense of contract between teachers and students, and is a constraint on the behavior of teachers and students in teaching and learning. At the same time, the outline design fully reflects the student-centered teaching concept and the attention to the students' learning needs and learning process. It is the guide of students' learning and the basis of teachers' teaching. In addition, the outline is the carrier of the standardized management of teaching and the basis of teaching evaluation. Therefore, the monitoring of teaching quality runs through the whole process of teaching and learning, which fundamentally ensures the overall quality of teaching. The outline generally contains seven key elements: basic information, course introduction, course objectives, course materials, curriculum requirements and evaluation criteria, other policies, and scheduling. Through analysis, it is found that in the process of writing the syllabus, the teaching goal should be clear and clear, and the content of each element should always be carried out around the teaching goal, which fully embodies the idea that students are the main body of teaching. All kinds of curriculum policies should be as comprehensive as possible to avoid unnecessary contradictions between teachers and students. However, different courses will have different syllabuses, and even if the same courses are taught by different teachers, the syllabus will be written quite differently. This also fully reflects that American colleges and universities maintain a reasonable balance between emphasizing unified management norms and respecting teachers' teaching autonomy. Through the research on the curriculum implementation outline, the researcher puts forward several policy suggestions to promote the teaching reform in colleges and universities in China: 1. It is suggested that colleges and universities should issue relevant policies and make it mandatory for teachers to provide students with the curriculum implementation outline before the course starts, and require teachers to strictly follow the syllabus in teaching; 2. It is suggested that colleges and universities organize special personnel to guide and train teachers in the preparation of the outline, and set up an evaluation mechanism for the preparation of the syllabus. 3. The syllabus is linked with the teacher's teaching assessment, and as the basis of students' evaluation of teaching, students become the main body of supervising teachers' teaching; 4. The outline is regarded as the basic index of the next round of undergraduate teaching level evaluation in colleges and universities.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G642.3

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