英美中三国本科生导师制模式的比较与实施
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摘要
当前,中国的很多大学已经或正在推行本科生导师制,然而,作为"舶来品",本科生导师制并未发挥应有的作用。通过对英国、美国和中国本科生导师制模式的比较分析,可以发现,中外本科生导师制的发展路径和运行环境有所不同。中国的大学应从传统文化中汲取更多智慧,而不能完全"西化";通过多元指导模式化解教育大众化带来的挑战;建立本科生导师制的多重保障机制,进而建立适合中国国情的、具有中国特色的本科生导师制,提升本科生培养质量。
At present,many Chinese universities have implemented or are implementing undergraduate tutorial system. However,as an exotic the undergraduate tutorial system doesn't play its due role. Through comparative analysis of British,American and Chinese models of undergraduate tutorial systems,it can be found that there are differences existing in the development path and operation environment between China and foreign countries' undergraduate tutorial system. Chinese universities should draw more wisdom from their own traditional culture instead of completely loan from other countries,resolve the challenge brought about by education popularization through multiple guidance models,establish multiple guarantee mechanism,and then establish the undergraduate tutorial system with Chinese characteristics,which is also suited for Chinese national conditions,aiming to improve the cultivation quality of undergraduates.
At present,many Chinese universities have implemented or are implementing undergraduate tutorial system. However,as an exotic the undergraduate tutorial system doesn't play its due role. Through comparative analysis of British,American and Chinese models of undergraduate tutorial systems,it can be found that there are differences existing in the development path and operation environment between China and foreign countries' undergraduate tutorial system. Chinese universities should draw more wisdom from their own traditional culture instead of completely loan from other countries,resolve the challenge brought about by education popularization through multiple guidance models,establish multiple guarantee mechanism,and then establish the undergraduate tutorial system with Chinese characteristics,which is also suited for Chinese national conditions,aiming to improve the cultivation quality of undergraduates.
引文
[1]吴立爽.地方本科院校多元化本科生导师制探析[J].中国高教研究,2014(5):74-76.
[2]王兰香.分类分段的本科生导师制探索[J].现代教育科学,2015(7):140-143.
[3]王辉,王卓然.牛津大学导师制发展探究及启示[J].黑龙江高教研究,2012(9):23-25.
[4]魏志荣.本科生导师制:历史、现状与未来[J].山东高等教育,2015(10):62-67.
[5]田钰新.古代书院的“会讲”和“讲会”制度[J].中国民族博览,2015(8):107.
[6]金津.精英大学本科生导师制:国际经验与中国个案研究[D].上海:上海交通大学硕士学位论文,2011:9.
[7]蒋喜锋,刘小强.矛盾与出路:地方高校实施本科生导师制的思考[J].黑龙江高教研究,2011(5):64-67.
[8]马海涛.本科导师制已属明日黄花?[J].上海教育,2012(8):36-37.
[9][英]大卫·帕弗伊曼.高等教育何以为“高”:牛津导师制教学反思[M].冯青来,译.北京:北京大学出版社,2011:42-43.
[10]应跃兴,刘爱生.英国本科生导师制的嬗变及启示[J].浙江社会科学,2009(3):87-92.
[11]坚持以本为本推进四个回归建设中国特色、世界水平的一流本科教育新时代全国高等学校本科教育工作会议召开[EB/OL].教育部,[2018-06-21]. http://www.moe. gov. cn/jyb_xwfb/gzdt_gzdt/moe_1485/201806/t20180621_340586. html.
[2]王兰香.分类分段的本科生导师制探索[J].现代教育科学,2015(7):140-143.
[3]王辉,王卓然.牛津大学导师制发展探究及启示[J].黑龙江高教研究,2012(9):23-25.
[4]魏志荣.本科生导师制:历史、现状与未来[J].山东高等教育,2015(10):62-67.
[5]田钰新.古代书院的“会讲”和“讲会”制度[J].中国民族博览,2015(8):107.
[6]金津.精英大学本科生导师制:国际经验与中国个案研究[D].上海:上海交通大学硕士学位论文,2011:9.
[7]蒋喜锋,刘小强.矛盾与出路:地方高校实施本科生导师制的思考[J].黑龙江高教研究,2011(5):64-67.
[8]马海涛.本科导师制已属明日黄花?[J].上海教育,2012(8):36-37.
[9][英]大卫·帕弗伊曼.高等教育何以为“高”:牛津导师制教学反思[M].冯青来,译.北京:北京大学出版社,2011:42-43.
[10]应跃兴,刘爱生.英国本科生导师制的嬗变及启示[J].浙江社会科学,2009(3):87-92.
[11]坚持以本为本推进四个回归建设中国特色、世界水平的一流本科教育新时代全国高等学校本科教育工作会议召开[EB/OL].教育部,[2018-06-21]. http://www.moe. gov. cn/jyb_xwfb/gzdt_gzdt/moe_1485/201806/t20180621_340586. html.