本文選題：中美理科教育 + 課程設(shè)置��； 參考：《湖南大學(xué)》2012年碩士論文

【摘要】：高等理科教育對于創(chuàng)新型人才的培養(yǎng)和創(chuàng)新型國家的創(chuàng)建具有十分重要的意義。作為高等理科教育的載體和中介橋梁，高等教育課程又對促進(jìn)高等理科教育改革，提高高等理科教育質(zhì)量起著重要作用。我國高等理科教育自1990年全國高等理科教育工作座談會（簡稱“蘭州會議”）之后取得了較為長足的發(fā)展。然而隨著知識經(jīng)濟(jì)時(shí)代的到來，新的社會經(jīng)濟(jì)發(fā)展對高等理科教育提出了新的要求。如何提高高等教育質(zhì)量，加速創(chuàng)新型人才的培養(yǎng)對于促進(jìn)我國社會經(jīng)濟(jì)的發(fā)展和綜合國力的提高有重大意義。美國的高等理科教育在世界學(xué)術(shù)和理科學(xué)科中處于領(lǐng)先地位，發(fā)展較為成熟。因此，本研究選取了中美高等院校中具有代表性的學(xué)校以及代表性的理科專業(yè)課程作為研究對象，從課程目標(biāo)、課程結(jié)構(gòu)、學(xué)分學(xué)時(shí)分布和課程評價(jià)等角度對中美兩國高等理科教育課程設(shè)置進(jìn)行了系統(tǒng)細(xì)致的比較和分析，發(fā)現(xiàn)我國高等理科教育存在課程目標(biāo)不明確；課程結(jié)構(gòu)不合理，包括通識課程過重、專業(yè)課程比例相對較小，必修課程和選修課程比例不合理，學(xué)生自主選擇權(quán)較��；課程考核制度存在一定的缺陷；課程管理制度不夠完善等問題。根據(jù)分析所得的問題，對比美國高等理科教育的經(jīng)驗(yàn)，本文嘗試提出了如下建議以促進(jìn)我國高等理科教育的發(fā)展：根據(jù)教育目的和專業(yè)培養(yǎng)要求明確課程目標(biāo)，使課程目標(biāo)和高等理科教育的培養(yǎng)目標(biāo)保持一致，并且是教育目標(biāo)在實(shí)際教育教學(xué)活動中的載體；調(diào)整各部分課程比例，，使課程結(jié)構(gòu)趨于合理化；完善課程考核制度，確保教育教學(xué)的質(zhì)量；建立完善的課程管理制度。
[Abstract]:Higher science education is of great significance to the cultivation of innovative talents and the establishment of innovative country. As the carrier and intermediary bridge of higher science education, higher education curriculum plays an important role in promoting the reform of higher science education and improving the quality of higher science education. China's higher science education has made great progress since the National Symposium on higher Science Education (Lanzhou Conference) in 1990. However, with the arrival of knowledge economy, new social and economic development has put forward new requirements for higher science education. How to improve the quality of higher education and accelerate the cultivation of innovative talents is of great significance to promote the development of social economy and the overall national strength of our country. American higher science education is in the leading position in the world academic and science disciplines, and its development is relatively mature. Therefore, this study selects the representative schools and the representative science major curriculum as the research object, from the curriculum goal, the curriculum structure, This paper makes a systematic and detailed comparison and analysis of the curriculum of higher science education between China and the United States from the perspectives of credit hour distribution and curriculum evaluation. It is found that the curriculum objectives of higher science education in China are not clear, and the curriculum structure is unreasonable. Including general education curriculum overweight, professional curriculum proportion is relatively small, the proportion of required courses and elective courses is unreasonable, students' independent choice is small; the curriculum assessment system has certain defects; the curriculum management system is not perfect and so on. Based on the analysis of the problems and comparing the experience of American higher science education, this paper attempts to put forward the following suggestions to promote the development of higher science education in China: to define the curriculum objectives according to the educational objectives and the requirements of professional training, It is the carrier of educational objectives in actual education and teaching activities; adjust the proportion of each part of the curriculum to make the curriculum structure tend to rationalize; improve the curriculum assessment system, To ensure the quality of education and teaching; to establish a perfect curriculum management system.
【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G642.3

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