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本硕博贯通培养复合型人才是地方高校创新人才培养的新探索,成为地方降低人才引进成本、推动区域教育和经济快速发展的新路径。经济学类本硕博贯通的复合型人才培养提供了教育创新改革的新思路,有利于培养应对新变化、解决复杂现实问题的复合型经济学类人才。从本硕博贯通人才培养的实施现状入手,揭示了当前地方高校经济学类本硕博贯通人才培养在横向拓展连贯性、横向制度障碍、横向课程资源开发等方面的现实问题。借鉴重点高校本硕博贯通人才培养经验,提出地方高校应以核心能力框架为目标,实现纵向与横向统一的发展理念;完善本硕博学科资源配置,制定学科融合激励政策;探索本硕博一体化大平台建设,统筹课程贯通发展;秉持服务地方理念,建立人才保障机制,推行错位发展战略。 相似文献
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“本-硕连读”、“硕-博连读”,“保研、直博”时下是大学校园的热门话题。近日,某高校还提出“十年一贯制”的教育方案,让学生在该校接受本科、硕士和博士的系统培养。就此问题,笔者认为,需要深入探讨。 一、一贯制教育缺乏博大精神,不利于培养创造型的学生 许多人士赞成实施“一贯制”教育方式。理由是,长期以来,我国的高等教育被分成了学士、硕士和博士三个小循环,培养过 相似文献
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本文在对经济管理类"本硕博"连读人才培养目标进行定位的基础上,重点以东北农业大学经济管理类"本硕博"连读人才培养为例,从培养方式、教学模式、创新教育、平台建设方面提出了"本硕博"连读人才培养的模式,并且构建了"本硕博"连读人才培养的选拔机制、培养机制、激励机制、竞争机制。 相似文献
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“本-硕连读”、“硕-博连读”,“保研、直博”时下是大学校园的热门话题。近日,某高校还提出“十年一贯制”的教育方案,让学生在该校接受本科、硕士和博士的系统培养。就此问题,笔者认为,需要深入探讨。 相似文献
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博士研究生教育是国家人才培养的重中之重，博士研究生招考环节是博士研究生教育质量得以保障的第一道关卡。运用信息经济学理论，分析本科直博、硕博连读、公开招考三种不同招考方式所面临的信息非对称性问题，并尝试提出解决方案。结合我国国情，对于本科直博，建议完善本科生科研能力的提前培养机制，方便目标导师对报考学生的考察；对于硕博连读，建议改进硕士研究生培养环节的管理机制，促进目标导师和报考学生的相互了解；对于公开招考，建议完善推荐信内容和提交方式，客观揭示报考学生的科研能力。研究结果有助于推进博士研究生选拔体系改革，改善博士研究生培养质量，提升国家核心竞争力。 相似文献
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《南昌教育学院学报》2017,(1)
本硕博贯通式培养模式已成为探索创新型人才培养的重要途径,怎样保证本硕博贯通式培养模式顺利地开展,保证本硕博连读同学顺利完成学业,落实创新型人才培养目标,文章从本硕博贯通奖助体系角度进行了初步的探讨。 相似文献
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针对研究生教育存在的主要问题,阐述"导-博-硕-本"研究生培养模式的基本思想和优势,并结合湖南科技大学机械工程学科优势,介绍该培养模式的实践效果,从责任机制、学术交流机制、考核机制、奖励机制等方面提出保证"导-博-硕-本"研究生培养模式顺利实施的保障措施. 相似文献
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高校的主要任务之一是为社会主义建设事业培养各类人才，其中也包括将一批具有特殊专长的学生培养成才。教育部启动的高校自主招生试点工作，主要目的之一就是要把一批在某学科领域有特殊才能的考生招入高校深造，但是招生试点工作的效果不太理想。为此，我们应借鉴教育发达国家高考招生的经验，以新的着眼点多视角地全面考察高中生的特长和水平，制定详尽的招生操作规范以及培养特长生的配套改革措施，为今后扩大招收特长生打好基础。 相似文献
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This article reports on a case study of one New Zealand university faculty involved in the second phase of a three-phase study investigating the experiences of talented undergraduate students. Talented undergraduate students are a largely forgotten group in research. The current study sought to investigate who the talented students were, and then what their lived experiences as talented undergraduate students were. The study involved 128 undergraduate students who provided information about their experiences as high achieving students in an undergraduate degree program. Approximately 10% of all students enrolled across five different undergraduate degree programs in the faculty were defined as talented undergraduate students. These students were ethnically diverse and largely older than we had anticipated. The majority had not previously been identified as talented and many had been largely unsuccessful educationally, prior to embarking on their undergraduate studies. Several students experienced challenging personal circumstances, such as financial hardship and extensive family responsibilities. The grit or resilience demonstrated by these students seemed to explain the essence of the phenomenon of being a talented undergraduate student in this faculty. 相似文献
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介绍学校近几年来所推行的博士生培养十大改革、研究生学术活动月、研究生联合培养基地等有关学位与研究生教育改革方面的举措,并对未来在体制机制和人才培养模式等方面应推行的改革提出设想。 相似文献
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Robbie McHardy 《Journal of Education for Students Placed at Risk》2013,18(2-3):259-272
Hurricane Katrina had, and continues to have, a devastating effect on every student who was living in the southeastern quadrant of Louisiana at the beginning of the 2005–2006 school term. African American public school students who were enrolled in gifted and talented programs were particularly impacted by the storm, although they comprised a healthy proportion of gifted and talented students statewide before Katrina struck. Following the hurricane, 20% of all of the gifted and talented students in Louisiana were displaced. Because the majority of that displacement occurred among the predominantly African American public school population in New Orleans, gifted and talented program enrollment among African American students was reduced by 47%. This article examines the circumstances in 4 Southeastern Louisiana parishes before and after Hurricane Katrina that contributed to the drastic reduction in gifted and talented African American participants. Included are suggestions for recovering this population of students, and for increasing proportional distribution of identified gifted and talented students statewide. 相似文献
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R. Pearse 《Higher Education》1978,7(2):157-176
The purpose of this study is to examine the process of the recruitment of students into a high-status Indonesian university, and to examine its effect upon the social composition of the student group, the utilization of talent, and its association with the incidence of disappointment for unsuccessful candidates.It is suggested that the activity of selection, by which candidates available for recruitment are differentiated, may serve to discriminate between candidates on non-academic as well as academic criteria, to underutilize available talent, and to give rise to feelings of disappointment which could become focused on the institution. The suggestion is examined by comparison of successful and unsuccessful candidates.The steps of the recruitment process which precede selection, are found to favor candidates who are unrepresentative of the society in several respects. The selection process itself is found not to differentiate between successful and unsuccessful candidates on cultural characteristics, but to differentiate on age, sex, and schooling backgrounds. The selection system is based on limited access as circumscribed by prior schooling, and provides for an inefficient utilization of talented candidates. Some of the consequences of the application of the quota system for the selection of faculty enrollments accord with national manpower priorities but others do not. Though a high level of incidence of disppointment ensues from selection, most candidates attribute lack of success to qualities of the candidate, and unsuccessful candidates tend less, rather than more, to explain their failure by reference to the institution. 相似文献
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This study assessed the differences in the emotional intelligence of gifted adolescent students and talented adolescent students in Bahrain. The sample consisted of 80 gifted adolescent students and 80 talented adolescent students in Grades 9 through 12. A multivariate analysis of variance (MANOVA) indicates that there were significant differences in emotional intelligence levels, as measured by the Bar-On Emotional Quotient Inventory, between gifted students and talented students in Bahrain in the direction of gifted students. There were differences between the gifted and the talented students in intrapersonal, adaptability, general mood subtest, and total emotional intelligence scores. Finally, gifted males had higher total emotional intelligence scores than gifted females; talented females had higher interpersonal scores than talented males. 相似文献
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Steven Grubaugh 《Clearing house (Menasha, Wis.)》2013,86(6):255-258
In this article, the author compares the potential academic and attitudinal gains of a gifted and talented population using different instructional methods. It has been found that instruction for identified high-achieving students must be different than that of general education students. Gifted and talented students cannot maximize learning opportunities unless they are appropriately challenged and motivated to learn. When gifted learners are lethargic and disinterested in learning, better-matched instruction is needed. Using contract activity packages with a gifted and talented population will support high-end learners in the classroom. During this project, the contract activity packages method of instruction provided the children with choice, flexibility, and challenged them at a higher level than they experienced through traditional lessons. 相似文献
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Esther Levenson Hagar Gal 《International Journal of Science and Mathematics Education》2013,11(5):1087-1114
This paper considers studying changes in teachers’ perspectives regarding the teaching of mathematically talented students learning in heterogeneous classes. We investigate these changes through a case study of Rona, a teacher who participated in the professional development program “From One End to the Other” held in The David Yellin College of Education, Israel. The analysis focuses on 3 categories of change: awareness, practice, and self-efficacy. The results concerning Rona, 1 of the participants, demonstrate a rise in awareness of talented students, a change in the ways of meeting the needs of these students, and a rise in self-efficacy regarding the teaching of talented students. Moreover, it was found that changes in 1 category are interwoven with changes in the other categories. 相似文献
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Carol J. Mills 《High Ability Studies》1993,4(1):70-85
Clear personality differences were found for a sample of academically talented students when compared to a general population of same age students. On the Myers‐Briggs dimensions, the academically talented students differed significantly from the comparison group on all four dimensions. Specifically, the academically talented group expressed greater preferences for introversion, intuition, and thinking. Although there were more judging types in this group than in the comparison group, overall more academically talented students expressed a preference for a perceptive style. They also tended to be higher on achievement motivation and lower on interpersonal and social concerns. In particular, a cognitive style that empasizes a thinking over a feeling mode appears to mediate gender differences in mathematics ability and achievement. 相似文献
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S. Jankiewicz 《Russian Education & Society》2018,60(1):24-42
The identification and support of talented students is one of the priorities of educational policy in the Russian Federation. There is currently a wide range of regulatory legal acts aimed at organizing work and support for students who have demonstrated outstanding ability. This article considers both direct support for talented students such as scholarships, and indirect measures: improving educators’ professional skills, developing model programs for general education, creating information portals to support talented students, etc. 相似文献