摘要
本科生为了顺利毕业获得学位,到底需要花多少标准时间在学业上?本文通过对我国高校与美国高校、欧洲学分转换与累积系统(ECTS)学分学习量的比较分析,指出我国高校本科教学制度设计中总学分太高、课程数量太多,导致课堂教学效果不佳、知识碎片化、学生自主学习能力得不到锻炼、教师对学生学习缺乏有效指导等问题,提出减少本科学习总学分和课程总量、改善人才培养日常制度环境的建议。
What does a credit hour mean and what is it composed of？. How many credit hours are needed for a student to complete his or her university study and achieve the bachelor degree？ This paper makes a comparative study on the meaning and structure of credit hour among American universities, European universities and Chinese universities, and points out that credit hours and the amount of courses are excessive at Chinese universities. This gives rise to some problems such as the weakening of on-class teaching effects, the absence of student＇s self- learning and innovation ability, knowledge fragmentation and restricted instruction. A thorough analysis is made, and some suggestions are given correspondingly.
出处
《复旦教育论坛》
CSSCI
北大核心
2016年第1期87-92,共6页
Fudan Education Forum
基金
中国人民大学教务处启发
为教育部教育科学决策研究中心资助的教育部人文社会科学研究专项任务项目"国家创新之路与高等教育改革发展"(项目批号:12JDJC003)研究成果之一
关键词
本科教育
学分学习量
Undergraduate Education
Credit Hour
