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Analysis of dual - credit courses in American high school - university curricula

Author: ZhangZuoZuo
Tutor: DingBangPing
School: Capital Normal University
Course: Comparative Education
Keywords: Dual credit courses Articulation Excellence and equality High school curriculum reform
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Type: Master's thesis
Year: 2011
Downloads: 142
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Abstract

High school and college with close ties to high-quality training of personnel must rely on mutual convergence and concerted efforts of both. A long time, due to various reasons, the status of the interface between our secondary and higher education is not satisfactory to some extent affected the quality of personnel training. In this paper, specially selected a new model in the U.S. high school and college curricula - dual credit courses as an object of study, in order to reveal to us. Dual credit courses began in the 1970s, is the fastest growing in recent years, high school and University of articulation mode. Such courses allow high school students to attend university curricula required courses in high school, college or community college, through the assessment students for high school and college credits, exemptions related courses and enter university. This mode is playing a positive role in the smooth transition to high school and college, and shorten the life of graduating from college, and promote student graduation and employment. Thus, this curriculum model national education researchers attention. This paper is divided into six parts, the first part is the introduction. The second part of a review of the United States for high school and college curricula early exploration, summed up the 6-4-4 plan, the course of development of the Intermediate High School program, AP courses and IB courses. Part III summarizes the various historical stages of development of the dual-credit courses based on to Syracuse University to promote the project (SUPA), Minnesota PSEO projects as a typical case of the various stages of development, conversion of the various stages of the credits, the subsidy policy teacher professional development course objects, course content and course quality assurance factors made detailed elaboration. The fourth part of the whole development status of dual credit courses and practice mode. Fifth part, in-depth assessment of the dual-credit courses: First, to compare the dual-credit courses and courses before dual credit courses conform to the basic idea of ??the pursuit of excellence and equality one \comments the achievements and the problems of credit courses, and gives some feasible countermeasures. Part VI, combined with the specific reality of the country, to learn a useful element in the dual-credit courses from the United States, to bring inspiration and reference for our high school and higher education reform, to improve between our high school and college courses convergence constructive comments.

Analysis of dual - credit courses in American high school - university curricula

Abstract

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