Accreditation System of Distance Higher Education in the U.S. and Its Implications for China

Distance higher education is an important component of the Chinese higher education.How to enhance the quality of distance higher education is one of the key issues to be addressed in the research areas of distance education and higher education.As a crucial step to quality improvement,the constitution of accreditation system in distance higher education balances the benefits of all parties involved.This paper explores the American accreditation system of higher education and distance education and concludes with suggestions for the constitution of the Chinese quality assurance system:1)establishing third-party institutions to share part of the government roles;2)constituting the accreditation system;3)setting up appropriate standards;4)publicizing results of quality assurance work;and 5)building internal quality assurance mechanism.This paper is aimed to provide some reference to the constitution of accreditation system of distance higher education in China,facilitate the solution of quality problems in distance education,and promote the continuous improvement and development of distance education in China.

Analysis of Higher Tourism and Hospitality Education in China

Tourism education plays an important role in supporting tourism development and providing qualified employees to meet the great demands in China. A lack of high quality educators and employees is a common concern of Chinese tourism and hospitality education. The role of higher tourism and hospitality education has become more and more important for Chinese tourism and hospitality education. The purpose of this study was to analyze the situation of Chinese higher tourism and hospitality education and to identify the constraints and evaluate the strengths and weaknesses of it.The results suggest three main existing problems of current Chinese higher tourism and hospitality education: lack of practical training occurred both in teaching activity and the quality of teachers; poor curriculum design particularly the unbalance of theory and practice; and teachers require further study especially practical training and work experience.

From Mutual Creation to Mutual Benefit:China’s National Teacher Training Program between Higher Teacher Education and K-12 Teachers

Sustainable Development Goal(SDG 4)lays solid theoretical foundation for the development of higher teacher education in improving the quality of teaching faculty nationwide.Sustainable teacher training paves a way for teacher professional development in the long run.China’s“National Teacher Training Program”serves a connection between higher teacher education and K-12 teachers in multiple perspectives when exploring K-12 teachers’improvement of the essence by upgrading the initiative of the program with the assistance of educational technology and modern educational philosophy from mutual creation to mutual benefit.Direction orientation strategic design based on demand for teaching faculty,curriculum setting in modules,and characteristics creation have been carried out to upgrade the training of teacher colleges and National Teacher Training Program in the future for achieving a win-win situation between higher teacher education and K-12 education.

REFORMING CHINA'S HIGHER ENGINEERING EDUCATION

This article expounds that China’s higher engineering education is facing both challenges and opportunities. Some special difficulties and problems rise in the course of economic transition, and exhort us that it has been of great urgency to carry out a reform of higher engineering education. Here are put forward six measures: to explore training patterns of such an education suited to China’s national conditions; to improve university system: to transform educational ideology, and reform educational contents and methods; to establish a system of cooperation of engineering universities and colleges with industries; to strengthen construction of teacher contingent in engineering universities and colleges; and to carry out testing work of continuing engineering education and training education.

Contribution of Development of China's Higher Education to Human Rights Undertaking

Human rights are the rights and freedoms of humans in their nature, and represent the basic conditions for the free and complete development of the humankind. The educational develop- ment level is an important mark of the level of realization of human rights. China＇s higher education realized the historic development in the 1998- 2007 period, and the number of the enrolled students at common colleges and universities across the nation had exploded from 3.4 million to 18.85 million, the number one in the world.

Analysis of New Senior English for China Student’s Book 1

This article will firstly discuss the context overview of English teaching and learning in China. Under thiscircumstance, a problematic element will be examined of the New Senior English for China Student’s Book 1 and critical appraisal ofhow this element relates to other elements of curriculum development will be analyzed. The recommended changes and demonstrationmechanisms for evaluating the changes are put forward in the last two parts.

The 21^(st) century system reform and development mode of construction management education (CME) in China

With China’s entry into WTO and the development of the economic globalization, market competition in the construction field is more and more featured by the competition of talents, the core of which is the cultivation mechanism innovation of higher construction management talents. The approach to meet the requirement of this situation is to adopt innovation ideas, improve the supply-demand structure of CME, reform the education system to relate theory to practice, pay attention to the needs of the educated, enhance global communication and cooperation, and improve the knowledge structure of teachers.

Comparison of Curriculum Settings and Academic Freedom in the Higher Education Systems of China and India

This study conducts a comparative analysis of curriculum settings and academic freedom within the higher education systems of China and India.It explores the differences and similarities in curriculum structures,the extent of academic freedom,and the influencing factors such as politics,economy,society,and culture.The research reveals that while both countries value academic freedom,the practical implementation varies significantly due to differing political and social contexts.China’s curriculum is characterized by a more structured and specialized approach,whereas India emphasizes flexibility and diversity.The study also highlights the impact of globalization and the need for international cooperation in higher education.Policy recommendations are provided to enhance curriculum diversity,protect academic freedom,balance resource distribution,and strengthen international collaboration.The limitations of the study include data constraints and the dynamic nature of educational policies,suggesting areas for future research such as long-term policy impact and interdisciplinary education.

Contributing to Sustainable Development——The Mission and Value of Higher Education

Some notes on sustainable development and scientific outlook on development were given. It is addressed that the mission of higher education to contribute to sustainable development should be reinforced and further expanded. The present situation of China's higher education and the improvements required were analyzed. Two modes of thinking (reductionism and holism) and the relationship between the mode of thinking and the mode of development were discussed. The change in the mode of thinking is the key point for Chinese higher education, and more intensive reform of teaching affairs is necessary. A proposal of the revision of China's Higher Education Act and University Constitutions was put forward.

Differences between Chinese and American University Education from the Perspective of Curriculum Design--Taking the University of Minnesota as an Example

More and more educational researchers pay attention to the differences between China and the United States.Although the educational concepts of China and the United States respect"student-centered",and are very close in educational system and institutional setting,they are still similar in curriculum design.Taking the University of Minnesota Twin Cities as an example,this paper makes a detailed comparative analysis from the four aspects of curriculum objectives,curriculum assessment,teaching activities and syllabus,finds out the essential differences between Chinese and American university curriculum design,and puts forward that the change of Chinese university curriculum design concept needs to start from basic education,and the cultivation of teachers'thinking and ability is the key influence of the reform factor.

A Critical Analysis of Education for Sustainability in Early Childhood Curriculum Documents in China and Norway

Purpose:This article examines how early childhood curriculum documents in two culturally different contexts are associated with current concepts of sustainability and principles of early childhood education for sustainability(ECEfS)in China and Norway.Design/Approach/Methods:Applying critical document analysis,the study explores a number of landmark curriculum documents from China and Norway,comparing the ways in which ECEfS is conceptualized,including the concept of sustainability,children as agents of change for sustainability,and sustainability in young children’s everyday lives.Findings:Corresponding to the analytical framework,China and Norway attach different importance to the three dimensions of sustainability-social-cultural,economic,and environmental.For example,Norway has a more autonomous view of children’s agency,while China gives more emphasis to teachers’support.The two countries also have different perspectives on how to work with families and communities based on significantly different traditions and institutions.The comparative document analysis argues that predominant cultural dimensions in each context,such as collectivist and individualistic factors,may shape the understandings of sustainability in each country’s early years’curriculum documents.Originality/Values:By broadening the focus on the social-cultural aspects of sustainability,this study extends the development of a culturally inclusive understanding of the concept of sustainability and contextualized/localized approaches to ECEfS across the globe.

Policy-Driven Development and the Strategic Initiative of One-Million Enrollment Expansion in China’s Higher Vocational Education

Purpose:This article explores the relationship between governmental policy and the development of higher vocational education in China.Design/Approach/Methods:The article begins with a textual analysis of dozens of policy documents on higher vocational education issued by the Chinese government since 1999.Findings:The article argues that the development of higher vocational education in China has been largely policy-driven.This development can be divided into four stages:scale development,quality improvement,capacity building,and systemwide enhancement.The transition between each of these developmental stages was marked by new policy initiatives undertaken by the Chinese government.Originality/Value:The government’s recent efforts to expand higher vocational education enrollment by one million students have significant implications for China’s higher vocational education.Additionally,the proposed“1 + X”model—which attaches equal importance to academic education and skill training—may represent the beginning of a new stage in the development of higher vocational education in China.

Women's Higher Education in China

AT the Huairou NGO Forum on Women, participants in the Workshop on Women’s Higher Education in China were inspired by Chinese speakers to give voice to their own ideas. The line for speaking grew so long as to require Qi Wenying, Workshop Chairwoman and Professor from Beijing University, to announce a new time limit of

基于学情分析的高职环境影响评价课程设计

“环境影响评价”是高职院校环境管理与评价专业的核心专业课程,以学科交叉的综合性、应用导向的实践性和与时俱进的实效性为课程的突出特点。大量实践表明,学情分析是开展因材施教、分层教学的重要基础,本研究通过学情分析提出“优化教学重点、重构课程体系”的教学思路、“以学生‘学’为主,以教师‘导’为辅”的教学路径、“以贵州磷化工环评典型案例贯穿教学全过程”的课程设计思路。本研究旨在为高职院校环境管理与评价专业“环境影响评价”课程今后的教学研究提供一定的科学参考。

新中国基础教育课程话语的形成、构成与特征

新中国基础教育课程话语是指在马克思主义教育思想指引下,通过对课程发展实践经验的概括与总结、传统课程文化中合理因素的继承、国外课程话语的引进、吸收、改造与转化,以及课程改革实践成果的学术化、理论化,采用继承、移植、创新等方法形成的概念体系,是思考和解决课程问题和进行课程思想交流的重要工具。新中国基础教育课程话语包括人民话语、马克思主义话语、社会主义话语、爱国主义话语、集体主义话语、革命与斗争话语、英雄主义话语、立德树人与全面发展话语、优秀传统文化话语、科学技术话语等内容。新中国基础教育课程话语的特点是以马克思主义为指导,反映主流意识形态;与社会发展同步,反映时代发展要求;彰显中国特色,反映中华优秀传统文化;整合多元课程理念,反映自主建构成果;引领课程改革实践,反映课程改革精神;顺应国际课程发展趋势,反映课程未来发展走向。

形成性评价提升高职“课程思政”育人效果的探究

高职院校,不仅承担着传授知识、技能的任务,还承担着培养社会主义合格建设者和可靠接班人的任务。近年来,形成性评价(formative assessment)逐渐成为高校教学质量评价的重要方式。本研究将形成性评价应用于高职院校城市轨道交通行车组织课程思政教学评价体系中,详细阐述了构建基于形成性评价的教学评价体系的重要意义、内容、方案,以及存在的问题与解决办法,以期推动其他课程的思政形成性评价在实践教学评价体系中的应用与研究。

线上线下混合式教学模式在高职院校公共体育课中的应用——以铁岭师范高等专科学校为例

以铁岭师范高等专科学校公共体育课程为例,给出线上线下混合式教学模式的应用策略,提出明确课程内容分类、合理设计教学环节、创新综合分值差异评定等建议,以达到提升学生学习效果、提高体育公共课程教学质量的目的.

诌议高等职业院校课程考核评价体系改革与研究

课程考核与评价是高等职业院校人才培养质量保障体系中的重要环节,目前高等职业教育课程考核评价的发展理念已经逐步从评教转变为评学。相对于理念的转变,各地方高等职业院校课程考核评价体系却相对落后,严重影响人才培养质量。对此需要各高等职业院校拓展课程考核评价体系发展路径,制定符合个人发展、院校办学特色、企业人才引进、与地方经济发展需求相匹配的改革方案。

我国中西部高等教育的特征及主要问题——基于商业模式画布理论的分析

随着国家区域协调发展战略的有效实施,中西部高等教育在时代浪潮中砥砺奋进。但中西部高等教育与东部相比,总体水平仍有很大差距。深入审视该行业的商业模式对推动党中央新时代振兴中西部高等教育相关意见精神落实落地,具有重要现实意义。分析中西部高等教育商业模式画布中的客户细分、价值主张、渠道通路、客户关系、核心资源、关键任务、合作伙伴、收入来源和成本等九个要素发现,其商业模式有优化的空间。需注重客户需求,提升高等教育供给与劳动力市场的匹配度,增加低收入人群收入以提高教育付费能力,帮助学生拓宽就业渠道,采取特殊激励措施聚集卓越教师队伍,加强开放合作实现共赢发展,发挥商业模式中的优势,消弭阻碍发展的劣势,激发其内生动力和发展活力。