新建本科院校应用型课程建设现状调查研究

The Investigation on Current Situation of Application-oriented Curricula Construction in Newly Established Undergraduate Universities

课程是教育教学活动的基本依据,是制约人才培养质量的首要因素。加强新建本科院校课程特别是应用型课程建设,是推动新建本科院校由“新建”到“新型”跨越发展的重要内容。采用自编问卷对新建本科院校教师与学生进行调查和深度访谈,结果显示,在新一轮高等教育竞争中,新建本科院校已经认识到办应用型大学的必要性,采取了一系列加强应用型课程建设的措施,取得了一定的效果,但依然存在不少问题,主要表现在:师生对应用型课程概念了解不深不透;学校在办学行动和条件支撑上,离真正的应用型高校还有不小差距;课程目标关注学生的学习兴趣不够;课程内容理论知识偏多,与行业企业联系不紧密;尚未完全形成真正的课程教学团队,团队中“双师双能型”教师数量不足;网络课程资源较少且使用率低,教材还不能满足应用型人才培养的需要;课程教学中未真正坚持以学生为中心,课堂互动少;课程建设的体制机制不健全,支持激励的力度不够;科学的应用型课程建设评价指标体系尚待建立,课程评价的改进功能还未充分发挥;教学管理人员与一线教师、不同年龄职称教师对应用型课程建设的认识有差异。基于这些问题,要进一步阐释清楚应用型课程的概念、内涵及特点,区分应用型课程与课程的应用性,明确应用型课程与新建本科院校之间的关系;在对学生、当代社会生活的研究的基础上,结合学科专家的建议,综合考虑课程的实用性、实践性、系统性等特点,确定明确具体、便于操作的应用型课程目标体系;根据党和国家要求、社会需求、学生诉求和学校办学定位,科学构建应用型课程内容体系;加强教师共同体建设、课程教学资源建设,推进课程建设体制机制改革、课程教学方法改革,激发教师参与课程建设的主动性,不断优化应用型课程建设方法;建立与应用型课程相适应的评价标准,坚持评价主体多元、评价内容多维、评价过程动态、评价方法多样,充分发挥评价的反馈、改进和提升功能。

Curricula is the basis of education and teaching activities and the primary factor restricting the quality of talent training.By using the self-designed questionnaire to investigate and deeply interview teachers and students in newly established undergraduate universities,it is found,in the new round of higher education competition,the newly established universities have realized the necessity of running application-oriented universities and have taken a series of measures to strengthen the construction of application-oriented curricula,which have achieved certain results.Nevertheless,many problems are still manifest in the following main aspects:teachers and students do not understand the concept of application-oriented curricula thoroughly;there is still a long way to go for the real application-oriented universities in terms of school running actions and conditions;the curricula goal pays attention to the student's study interest insufficiently;the theoretical knowledge of curricula content is too much and it is not closely related with the industries and enterprises;the real curricula teaching team formed is rare and the number of teachers with dual qualifications and dual abilities who possess both theoretical knowledge and industry experience is insufficient;the utilization rate of limited resources for online course is low and the teaching materials can hardly meet the needs of training application-oriented talents;curricula teaching does not really adhere to the student-centered principle and there are not adequate classroom interactions;the system and mechanism of curricula construction are not perfect and the incentive is not enough;the scientific evaluation index system of application-oriented curricula construction needs to be established and the improvement function of curricula evaluation has not been brought into full play;and there are differences in the understanding of application-oriented curricula construction among teaching management staff,front-line teachers and teachers with different ages and professional titles.Based on the above problems,it is necessary to further explain the concept,connotation and characteristics of application-oriented curricula,distinguish application-oriented curricula from the applicability of curricula,and clarify the relationship between application-oriented curricula and newly-established universities.Through the study of students,contemporary social life and the suggestions of subject experts,newly established undergraduate universities should comprehensively consider the applicable,practical and systematic characteristics of the curricula and determine a clear and specific application-oriented curricula target system which is easy to operate.According to the requirements of the CPC and the state,social needs,students'demands and the school orientation,these universities should scientifically construct the content system of application-oriented curricula.It is necessary to strengthen the construction of teachers'community and curricula teaching resources,promote the reform of curricula construction system and mechanism and curricula teaching methods,stimulate the initiative of teachers to participate in curricula construction,and constantly optimize the application-oriented curricula construction methods.It is also essential to establish evaluation standards suitable for application-oriented curricula,adhere to multiple evaluation subjects,multi-dimensional evaluation contents,dynamic evaluation processes and diverse evaluation methods,and give full play to the feedback,improvement and promotion functions of evaluation.