共查询到18条相似文献，搜索用时 250 毫秒
1.
美国社区学院的副学士学位课程、特色及启示 总被引：1，自引：0，他引：1
美国社区学院在美国高等教育的发展中发挥了重要作用，这与社区学院的一系列富有特色的副学士学位课程有很大的关系。本文对美国社区学院的副学士学位课程的基本情况进行简要介绍，重点总结其副学士学位课程的特色和几点启示。 相似文献
2.
美国社区学院的建立,在推进美国高等教育大众化和普及化的进程中做出了巨大贡献,社区学院的副学士学位课程与我国高职课程有许多相似之处。研究美国社区学院的副学士课程,可以为我国高职教育教学改革带来一些启发。 相似文献
3.
李阳琇 《江西师范大学学报(哲学社会科学版)》2004,37(2):103-108
选择美国的迈阿密-戴德社区学院、中密执根社区学院、德拉维尔社区学院和杰斐逊社区学院等四间社区学院有代表性的副学士学位专业各一个，分析其课程设置，然后进行比较研究，就其设置特点进行概括。美国社区学院的副学士学位课程丰富多样，灵活多变，独具特色，转学性课程强调综合素质，宽厚基础，应用性课程强调职业性和应用性。都不同程度地强调开设选修课。 相似文献
4.
韩苏曼 《幸福生活指南·高等职业教育》2010,(5)
美国社区学院在美国高等教育的发展中起着重要的作用,这与美国社区学院副学士学位课程有着紧密联系.专业与课程设置是其特色的重要体现,文中以美国最早的乔利埃特初级学院为例,重点剖析该社区学院的课程设置,对我国高等职业教育具有重大的启示作用. 相似文献
5.
陈玲玉 《大学.研究与评价》2007,(Z1)
美国社区学院的独有特色使其在漫长的一个多世纪中长盛不衰,并成为美国教育的一大亮点,而专业与课程设置是其特色的重要体现。本文对美国杰斐逊社区学院的副学士学位课程和非学位课程的具体分析结果显示:该社区学院的专业与课程设置特点充分体现和保证了社区学院的社区性与平民性特色,这些特点对我国社区学院和高职院校深化课程改革,尽快办出有别于普通高等教育的特色具有重要的借鉴意义。 相似文献
6.
付玉 《中国职业技术教育》2023,(3):41-50
副学士学位课程在香港高等教育普及化进程中发挥了重要作用。时至今日,副学士资历仍作为香港资历架构第四级受到一定认可。香港开设副学士学位课程的历史已有二十余年,为了保障副学士学位课程的实施,特区政府主张成立社区学院,完善关于课程设置和学分转换的制度,提供必要的财政支持,并设立监察机构,以提高副学士学位课程的质量。从高等教育普及化的数量标准、公平标准、制度标准和质量标准来看,香港副学士学位制度有其独特的价值和贡献。 相似文献
7.
美国社区学院副学士学位制度分析 总被引：6，自引：0，他引：6
副学士学位是美国社区学院为其合格毕业生授予的学位，虽然在美国高等教育学位制度构成中．副学士学位层次最低，但仍属一种高等教育学位。经过百年发展，美国的副学士学位制度成为一种成熟的学位制度．并具有其显著特点，在推动美国普及高等教育过程中做出了巨大贡献，同时，也为其他国家和地区在推动高等教育大众化和普及化过程中所借鉴。 相似文献
8.
美国社区学院作为其高等教育体系中极具特色的教育形态,在高等教育大众化、普及化的历史进程中发挥了重要作用.社区学院是以转学教育和职业教育为主,其授予的学位以副学士学位为主.随着经济和科技的迅速发展,美国当代社会对高层次、高学历人才的需求不断加大.美国部分社区学院开始在其校内通过各种方式实施学士学位课程并授予学士学位,此举在改善和提升社区学院的学术质量、自身形象和地位上初见成效,为社区学院的未来发展探索出了一条新路. 相似文献
9.
美国社区学院在普及高等教育方面发挥着重要作用,社区学院作为学前教师职业培养的主要机构之一,包含特定岗位学前教育工作者、应用类副学士学位学前教师、转学类副学士学位学前教师三种主要的职前培养类型。此外还有学士学位、学士后/选择性教师证书制与专业发展等其他职前培养类型。现阶段,社区学院在学前教师职前培养过程中面临着接受教育不稳定、课程设置存在差异、转学困难等挑战。基于此,美国各州开始重视提升社区学院应用型副学士学位课程的质量,如增加授课的灵活性、采用新的教学模式、丰富课程设置形式;并增加社区学院转学类副学士学位课程的设置,如使用“递进式”证书体系、加强转学制度的清晰度、采用“先前学习学分”制度等。我国在学前教师职前培养方面可以采取优化学前教师职前培养模式、推动中等师范学校转型发展和完善现有专升本制度等手段。 相似文献
10.
李巧针 《学位与研究生教育》2005,(8):53-56
简要阐述了美国副学士学位产生的过程,对美国副学士学位的授予主体、类型及课程领域进行了介绍,概括出美国副学士学位的特色,并就我国增设副学士学位的问题提出了一些看法。 相似文献
11.
Justin C. Ortagus 《Research in higher education》2018,59(8):1035-1058
This study examines the influence of first-year online enrollment on the long-term academic outcomes of postsecondary students. Using a nationally representative sample and propensity score weighting, I find that enrolling in some online courses is associated with lower odds of dropping out of college. Additional results reveal a positive relationship between enrolling in some online courses and sub-baccalaureate indicators of long-term academic success, such as earning an associate’s degree and transferring from a community college to a 4-year institution. 相似文献
12.
Rent D. Cejda 《Community College Journal of Research & Practice》2013,37(4):279-288
A number of studies have shown that the associate degree track no longer reflects the path of community college students pursuing bachelor's degrees. Rather, students use the community college to fulfill specific degree requirements. This study investigated whether community college credits were used to fulfill core or major requirements among baccalaureate graduates of a private liberal arts college over a five-year period. Results indicate that more than one-third of graduates used the community college to fulfill requirements for the bachelor's degree. Overall, the primary use of the community college was to fulfill requirements for the core curriculum. Use of the community college was greatest among humanities majors, with business majors completing the most community college hours. 相似文献
13.
The traditional 2+2 path no longer reflects the general practice of student transfer between 2- and 4-year institutions. However, students continue to enroll in and complete a substantial number of credits at community colleges. Studies related to transfer most frequently have focused on gathering statistics to measure posttransfer academic performance or student perceptions regarding the transfer process. It is important to talk with students to understand why they transfer before completing the associate degree. This article presents a qualitative analysis of interviews with 103 students who transferred from a public community college to a public state university. Findings indicated that many students enrolled at the community college with a specific intent other than earning the associate degree. Faculty members and students at both the community college and the university also influenced the number of credit hours students completed before transfer. 相似文献
14.
曹伟明 《江苏广播电视大学学报》2013,(1):37-39
社区教育课程建设是当前社区大学以社区教育为己任面临的迫切任务。社区教育的功能特性决定了社区教育课程具有整合性、文化性、现实性、地域性、技能性等基本特性。根据当前我国社区大学社区教育课程开发存在的不足,社区教育课程建设应该加强需求调研,提高课程的适切度,建立科学的课程开发机制和制定社区教育课程标准,在推动特色课程开发,提高职业技能课程开发比重以及加快社区大学网络课程教育平台等方面满足市民终身学习需要。 相似文献
15.
Meredyth Bauer-Kealey Nancy Mather 《Community College Journal of Research & Practice》2013,37(9):631-647
ABSTRACTApproximately two-thirds of community college students nationwide are considered to not be ready for the demands of college and are therefore required to enroll in at least one developmental education course. Unfortunately, researchers have found that enrollment in developmental classes often has adverse effects on community college students and that developmental courses are time-consuming and often result in delay or prevent the completion of a degree. With a significant number of underprepared community college students, it is important to develop effective methodologies to help students acquire the skills that they will need to succeed in college and future employment. It is also important to determine how a student’s experience impacts academic progress, as well as motivation to continue in college credit courses. Unfortunately, a limited amount of research exists on the use of Computer-Assisted Instruction (CAI) in developmental reading courses at the community college level. The purpose of this study was to determine the efficacy of a computer-based reading intervention, MindPlay Virtual Reading Coach, on the reading and spelling achievement of community college students, and to explore whether or not students’ perceptions and attitudes changed after participation in this program. Findings demonstrated statistically significant results in both reading and spelling, as well as an increase in reading enjoyment. 相似文献
16.
美国社区学院转学教育功能研究 总被引：7，自引：0，他引：7
美国社区学院的转学教育是沟通副学士和学士学位的桥梁,透视美国社区学院转学教育的历史沿革、现状,研究影响转学功能的五个关键因素以及发展趋势,对完善中国高等教育专本衔接机制应有一定的借鉴意义. 相似文献
17.
Carlos Lopez 《Community College Journal of Research & Practice》2013,37(3):168-182
ABSTRACTThere are a limited number of individuals who possess the skills to fulfill the workforce demand in STEM (science, technology, engineering, and math) in the United States. Therefore, community colleges and 4-year institutions must be able to identify academic and social factors that impact students’ participation in the areas of STEM. These institutions must also explore the possibility that these factors contribute to the high rate of students switching out of STEM fields. This study’s purpose was to develop a better understanding of the perceptions of community college transfer students who continue at a 4-year institution to determine academic and social factors that influenced their academic success in STEM. To collect the quantitative data, the Laanan-Transfer Students’ Questionnaire was utilized. The results of this study reveal that Academic Adjustment was predicted by father’s highest level of education, interaction with faculty at the community college and university, and perception as a transfer student at the university. The cumulative grade point average (GPA), was predicted by the highest level of education of the father, associate degree obtained at the community college, community college transfer GPA, general courses from the community college, transfer credit hours, and university course learning. Overall, the findings indicate that community colleges and 4-year institutions should encourage students to be connecting more in class and after class—not only with their peers, but also with faculty. Findings also suggest that students should become more involved academically and socially to enhance their academic and social adjustment at a 4-year institution. 相似文献
18.
W. Robert Sullins Charles A. Atwell 《Community College Journal of Research & Practice》2013,37(4):305-314
Abstract This study undertook to determine the desired preparation of community college English teachers as perceived by those persons most involved in employing those teachers. A survey of 100 community college administrators in 11 southeastern states revealed that the most preferred preparation should include the equivalent of at least a master's degree in English plus additional course work in education. Preparation programs should include courses that familiarize the student with the community college, its curriculum, and its students, and courses that develop competencies in instructional technology and audiovisual methods. English courses should be selected with emphasis on composition and language rather than literature. Respondents indicated preference for persons with teaching experience, especially in secondary schools or community colleges, but also placed value on business and industrial experience. 相似文献