共查询到20条相似文献，搜索用时 125 毫秒
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Simon C. Barrie 《Higher Education》2006,51(2):215-241
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胡莉芳 《清华大学教育研究》2022,43(1):62-69
一流大学研究生教育改革的深处和难处是课程教学。课程学习具有基础性作用,研究生课程建设的内在逻辑是坚持教育性与研究性相结合,这符合教育规律,也是政府和经济社会需求的反映。论文借鉴比较经验,基于一流大学研究生课程建设的内在逻辑,从明确课程建设价值、注重学生需求、在课程内容和教学方法上下功夫等方面提出了提升研究生课程教育性和研究性的实践举措。 相似文献
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Efforts to systematically integrate graduate attributes across university curricula have relied on academic staff acceptance and ability to translate top-down policy into teaching practice. The literature and anecdotal reports over the past two decades show limited success in the area using this approach. Why is this so? Teaching staff across 16 Australian universities were surveyed, as part of an Australian Learning and Teaching Council-funded grant, regarding their beliefs about graduate attributes and their willingness and confidence to teach and assess them. The study found that although 73% of academic staff surveyed believed graduate attributes were important, there was a substantial difference between beliefs and actual emphasis reported in practice. We consider the major influences on the teaching and assessment of graduate attributes, the implications for policy development and implementation, and propose a rethink in relation to how to work towards improved graduate attribute outcomes in universities. 相似文献
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Yahui Su 《高等教育研究与发展》2014,33(6):1208-1220
This paper examines the current understanding of the development of graduate attributes in higher education. The current understanding is rooted in the system-based, behaviouristic approach that emphasises the identification of graduate attributes and curriculum mapping. This approach gives little consideration to more relational-holistic, person-based approaches that emphasise students' agency in determining which graduate attributes they develop, why they choose to develop them and through what means. Although the system-based approach is necessary, this paper suggests that the person-based approach supplements it by addressing the development of meaningful graduate attributes for students in their evolving life and career circumstances. The development of quality graduate attributes involves more than the alignment of what is intended, taught and learned; rather, it occurs through students developing personal graduate attributes in a self-directed and genuinely engaged manner. This person-based perspective, stressing student self-directedness, has important implications for higher education that has as a principal goal the enrichment of student graduate attributes. 相似文献
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In this article, we examine graduate attributes as a conceptual framework. We theorise these are rooted in the neoliberalisation of the university and the increasing importance of employability as a marker for quality university teaching. Graduate attributes vary across institutions but often include ‘foundational’ as well as ‘non-foundational’ objectives, such as ‘global perspective’. Our theorisation sheds light on how they are operationalised through graduate attributes frameworks, maintaining these are difficult to implement because of a lack of shared understanding of the components and concerns about academic freedom. We argue graduate attributes frameworks should be abandoned and replaced with ‘powerful knowledge’, which more adequately structures the knowledge, skills and attributes universities can confidently equip their graduates with. Powerful knowledge provides an outcome that serves the individual learner, employers, universities and society more broadly. 相似文献
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Elke Stracke 《Teaching in Higher Education》2013,18(6):616-629
This paper discusses the role of peer support groups (PSGs) in realising graduate attributes in the research degree. The literature indicates that top-down embedding of graduate attributes has met with only limited success. By taking a bottom-up approach, this paper shows that PSGs offer an opportunity to improve the graduate attribute outcomes of universities. This paper presents the experiences of research students in three PSGs in New Zealand, Australia and Malaysia, and the results of an exploratory opinion survey that required past and present PSG members to share their learning experiences about the development of graduate attributes. The participants favoured five attributes: communication, critical thinking, self-motivation, research organisation and teamwork. Viewing the development of graduate attributes through the lens of the students adds to our understanding of how PSGs help them to develop graduate attributes and contribute to university efforts to instil these attributes by taking into account experiential learning. 相似文献
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This article studies the relationship between students’ perceptions of teaching and learning in a multidisciplinary honours programme and their impact on graduate attributes acquisition. The study, conducted among 73 honours students in a Dutch research university, evaluates perceived improvement in graduate attributes through annually collected survey data pertaining to student motivation, perception of the teaching and learning environment, engagement in the programme and registered course marks. The evaluation study reveals that to the extent of the perceived development of graduate attributes, three factors play crucial roles: students’ performance motivation, the amount of teacher support in creative and critical thinking, and students’ inclination to approach the honours track as a learning community. 相似文献
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Debate continues regarding the nature and desirability of graduate attributes, driven partly by stakeholder expectations that universities will prepare employees for the knowledge economy and partly by higher education academics and learning specialists. While universities appear to have accepted their new vocational role, there is considerable confusion over how these things – graduate skills, attributes or capabilities – should be defined and implemented. Conceptual confusion combined with a range of external pressures and internal management issues have the potential to derail this important project. To date, stakeholders such as government and business, as well as universities have seriously underestimated the kind of cultural, institutional and policy changes required to implement the graduate skills agenda. This paper outlines the issues that will need to be addressed by the higher education sector if universities are to play a proactive rather than reactive role in shaping this agenda. 相似文献
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孙梓健 《扬州大学学报(高教研究版)》2014,(4):79-83
＂第二人生＂是2003年由林登实验室开发并推出的基于因特网的三维虚拟世界。通过让学习者在模拟现实世界的情境中完成真实的任务,＂第二人生＂为情境学习提供了最理想的环境。在技术上,它为将情境认知与学习理论应用于EFL（英语作为外语）教学提供了实践支持。从情境认知与学习理论的视角分析,当前国内EFL学习环境中存在社会文化语境缺失的局限性。要发挥＂第二人生＂应用于国内EFL教学的潜能,在施行语境化外语教学时应遵循个性化学习、同步性学习、任务型学习、过程性评价等原则。 相似文献
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Two mechanisms for engaging in critical reflective dialogue are discussed and compared: face-to-face meetings and asynchronous online discussion. The context is an umbrella action research project, with over 20 participants, which aimed to improve practices in online teaching and contribute to the development of graduate attributes. The article compares discussion using the two modes (face-to-face and online) of the nature of and development of problem-solving and other graduate attributes. Face-to-face discussion was wide ranging and quite loosely structured, so divergent aspects of a topic were uncovered. The asynchronous nature of online discussion, however, permitted topics to be explored more thoroughly. The two modes worked well in conjunction with one another, if aspects of face-to-face discussion topics were posted online as discussion threads. The asynchronous online discussions then allowed each thread to be explored in depth, so that collective understanding of a given topic could be enhanced. 相似文献
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Learning is high on the political agenda for post-compulsory education and training in England. Official discourses about learning assume a predominantly individualist stance, despite the development of theoretical models that stress the contextual and situated nature of learning. In a study following 50 young people through further education over 4 years, it became apparent that the institutional culture of the colleges had a significant impact upon students' dispositions towards their learning. In this paper, we explore the nature and significance of this impact in a case-study sixth form college: an under-researched sector of educational provision. This is followed by a brief discussion of the implications of our analysis for issues of access, widening participation and inequality in relation to current proposals to reform age 16-19 educational provision in England. We conclude by identifying some of the questions about the fine-grained nature of that college culture that our data does not permit us to address directly. 相似文献
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Melinde Coetzee 《高等教育研究与发展》2014,33(6):1085-1098
The objective of this study is to add to the extant literature on graduate attributes by examining the mediating role of global/moral citizenship and lifelong learning attributes in the relation between students' scholarship attributes and their academic self-directedness in a higher-education open distance learning (ODL) environment. The Graduate Skills and Attributes Scale and Adult Learner Self-directedness Scale were administered to a stratified proportional random sample of N?=?1102 undergraduate ODL students in the economic and management sciences field. Data analyses consisted of an analysis of correlations and two simple mediational models. The results revealed significant direct and indirect effects between the variables. The academic self-directedness of the participants was positively influenced by their scholarship, global/moral citizenship and lifelong learning attributes. The influence of scholarship attributes on academic self-directedness is significantly mediated through global/moral citizenship and lifelong learning attributes. These findings contribute new knowledge that informs the design of teaching and learning activities aimed at enhancing the academic self-directedness of students pursuing educational studies in an ODL environment. 相似文献
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特殊教育教师生命意义、教学效能感对周边绩效的调节中介效应研究 总被引：1，自引：0，他引：1
相对于一般院校对工作绩效的强调,特殊教育教师更看重周边绩效对特殊儿童青少年的影响.本研究探讨了生命意义与教学效能对特殊教育教师周边绩效的影响.采用生命意义问卷、教学效能量表和周边绩效量表为测量工具,对长春市、吉林市、哈尔滨市4所特殊教育学校进行整群随机抽样,获取有效样本117名.结果表明:(1)特殊教育教师教学效能感作为生命意义与周边绩效间的中介效应,传递生命意义对周边绩效的间接影响;(2)特殊教育教师生命意义与教学效能感交互作用显著,较高的生命意义可以有效调节教学效能感对周边绩效的促进作用.这说明,特殊教育教师生命意义与教学效能感对周边绩效的作用机制同时存在着两种效应,特殊教育教师生命意义作为自变量,在以教学效能感为中介变量传递对周边绩效间接效应的同时,又作为调节变量并且与教学效能感交互作用显著,调节教学效能感对周边绩效的促进作用. 相似文献
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Beverley Oliver 《高等教育研究与发展》2013,32(3):450-463
Curtin University's Curriculum 2010 (C2010) initiative aimed at ensuring degree programs were excellent and sustainable. Before C2010, graduate attributes were not universally emphasised and indicators showed room for improvement in generic skills. C2010 focused on embedding graduate attributes through three strategies. The first was embedding graduate attributes in degree programs and mapping for constructive alignment of outcomes and assessments. The second strategy was related: programs were reviewed drawing on evidence including perspectives of graduates, employers and program teams on the relative importance of graduate attributes and the extent to which they were generally demonstrated or developed. The third strategy was a university-wide eportfolio system enabling students' self- and peer-assessment of graduate attributes. Since completion of C2010, proxy indicators show improvement. However, this paper highlights the challenges associated with graduate attributes and renewal. These include: academic staff engagement, the time needed for innovations to come to fruition and evidencing achievement of graduate attributes. 相似文献
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The association of research and teaching, and the roles and responsibilities of students and academic staff and the nature of their interrelationship are important issues in higher education. This article presents six undergraduate student researchers’ reports of their learning from collaborating with academic staff to design, undertake and evaluate enquiries into aspects of learning and teaching at a UK University. The students’ reflections suggest that they identified learning in relation to employability skills and graduate attributes and more importantly in relation to their perceptions of themselves as learners and their role in their own learning and that of others. This article draws attention to the potential of staff–student collaborative, collective settings for developing pedagogic practice and the opportunities they can provide for individual student's learning on their journey through higher education. 相似文献
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The purpose of this paper is to describe the school-based contextual constraints perceived by beginning elementary teachers as they attempted to enact their visions of effective mathematics teaching and the components of a mathematics-specific, university-based induction program designed to support elementary teachers in their teaching of mathematics. A significant number of beginning teachers in the program indicated that curriculum pacing guides and grade level teachers often discouraged their enactment of effective mathematics teaching. We describe the components of the induction program in general and then discuss the specific ways that program mentors, who were elementary teachers with expertise in mathematics teaching, supported beginning teachers in navigating the constraints identified. Data suggest that supporting teachers’ pedagogical agency to navigate local school contexts should be an additional consideration in teacher preparation and induction programs. 相似文献
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Kelly E. Matthews Shaun Belward Carmel Coady Leanne Rylands Vilma Simbag 《高等教育研究与发展》2016,35(3):545-559
Higher education policies are increasingly focused on graduate learning outcomes, which infer an emphasis on, and deep understanding of, curriculum development across degree programs. As disciplinary influences are known to shape teaching and learning activities, research situated in disciplinary contexts is useful to further an understanding of curriculum development. In the life sciences, several graduate learning outcomes are underpinned by quantitative skills or an ability to apply mathematical and statistical thinking and reasoning. Drawing on data from a national teaching project in Australia that explored quantitative skills in the implemented curricula of 13 life sciences degree programs, this article presents four program-level curricular models that emerged from the analysis. The findings are interpreted through the lens of discipline-specific research and general curriculum design theories to further our understanding of curriculum development for graduate learning outcomes. Implications for future research and to guide curriculum development practices in higher education are discussed. 相似文献
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Anne Watson 《Discourse: Studies in the Cultural Politics of Education》2011,32(5):779-795
This paper examines literacy under-achievement and the limitations of gender-based literacy reforms grounded in essentialist notions of masculinity. It draws on qualitative case-study research conducted in one Ontario secondary school in a working-class community. It focuses on two grade 9 students and their teacher who participated in a larger study which examines how the norms and values associated with school-based literacy practices contribute to under-achievement. The cases highlighted in this paper are employed to raise critical questions about the way in which literacy under-achievement continues to be articulated as a ‘boy problem’. This paper also illustrates how the complex and situated nature of the students’ gendered and classed identities, interwoven with contextual and pedagogical factors, contribute to literacy under-achievement for some boys and some girls. In addition, it argues that the disjuncture between in- and out-of-school literacy practices warrants further study. 相似文献