摘要
本科生导师制发端、推广于英美,我国通过借鉴学习和本土化实践,形成了全程式、半程式、精英式、阶梯式、专项式五种基本运行模式,对高等教育创新型人才培养和教育质量提升起到了重要作用。为应对本科生导师制在认识定位、师资队伍、学生主动性、考评激励机制、本土化程度等诸多方面存在的现实问题,应通过本科生导师遴选机制的规范优化、考评激励机制的健全量化、互选机制的创新与精准化、本土化机制的培育与深化等长效机制,以提升本科生导师制功效。
The tutorial system for undergraduates has its origin in the U.K. and the U.S. Learning from their experiences and based on practices in China, five basic models are formed which are whole-course, half-course,elite-oriented, stage-oriented and major-oriented, which have played a vital role in the cultivation of innovative personnel training and in the improvement of higher education quality. In order to deal with the problems in the tutorial system, the formation of faculty, student initiatives, and the teacher evaluation and localization, tutorial system should be further and better modified through optimizing the system, quantifying the teacher evaluation,practicing mutual election, and localizing the system.
作者
李青
LI Qing(Shenyang Normal University,Shenyang Liaoning 110034)
出处
《现代教育管理》
CSSCI
北大核心
2019年第12期69-73,共5页
Modern Education Management
基金
辽宁省教育厅高等学校基本科研项目“辽宁省高校一流学科建设项目绩效考核评价体系研究”(WFW201703)
沈阳师范大学法学院创新创业项目“本科生导师制的实践模式与长效机制研究”(SSFXY201701)
关键词
创新型
本科生导师
实践模式
长效机制
innovation
tutor for undergraduates
practice mode
long-term mechanism
