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The undergraduate teaching Student Subjects status research

Author: LiLei
Tutor: LinZhangJie
School: Shanghai Normal University
Course: Higher Education
Keywords: Undergraduate Teaching process The dominant position
CLC: G642.4
Type: Master's thesis
Year: 2010
Downloads: 146
Quote: 1
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Abstract

Associated with the transformation of the domestic economic system, the pace of the reform of higher education is to gradually increase, efforts to gradually strengthen as well as the long-term impact of the reform and opening up of foreign higher education and other factors, the importance of the study of the dominant position of college students in the teaching process gradually come to the fore, so that not only became the demands of the times, has become the requirements of the reform of higher education; became not only the changing requirements of the concept of education has become the popularization of higher education and student requirements; make it not only became the education and socialization of university students resocialization requirements, has become the essence of socialism and political democratization requirements. Therefore, the dominant position of the college students in the teaching process, not only became a problem of educational theory, has become a pressing reality. It is to adapt to this situation, the dominant position of the students in the teaching process, in-depth research, the purpose of: 1. Describe the process of undergraduate teaching high school students to the dominant position of the status quo; 2. Describe the process of university teachers and students of the school of undergraduate teaching differences exist in the understanding of the dominant position of Middle School Students; describe different university teachers and students of our undergraduate teaching process students' dominant position of understanding different points; 4. described the university teaching process factors affect the student body status. Compiled through questionnaires, implemented and statistical analysis, this study, the following conclusions: the lower the degree of recognition of the students to the dominant position of the students in the undergraduate teaching process, although some indicators more than half, but in the majority of degree of recognition are less than 50% on most of the indicators of the project; teachers a high degree of identification with the dominant position of the students in the undergraduate teaching process, they agree on most projects indicators, many of them close to or more than 60% some degree of recognition of the project indicators reached 70%, and even some of more than 80%, which is very high. By comparing student questionnaire and teacher questionnaire, the study found that: teachers basically higher than students in the degree of recognition of the students in the dominant position in the process of undergraduate teaching. By comparison of the teachers and students of the same school, the study found that the same school teachers and students agree to our undergraduate teaching Student Subjects can be roughly divided into two types: one is the degree of recognition of the students than teachers; One student recognition lower than teachers. By students of different schools, the researchers found that different schools student identity similar to the same teachers and students to compare the results of the dominant position of students in our undergraduate teaching process, basically there are two distinct types of characteristics. By comparison, in recognition of the teachers of the school's undergraduate teaching Student Subjects status, the researchers did not find that they like the above two as entirely different category features showed different school teachers. In spite of this, but to some extent it also has own characteristics, Shanghai University of Electric Power, Shanghai University of Traditional Chinese Medicine, Shanghai Normal University and Fudan University Teacher Identity overall showed a decreasing trend. Deal with the results of student questionnaire and teacher questionnaire, and the results obtained by comparing them under different circumstances: Overall, our undergraduate teaching in the traditional mode of education has not been fundamentally changed.

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