1) Complete credit system
完全学分制
1.
Research and Implementation on Networked Educational Administration System on the Basis on Scattered Campuses and the Complete Credit System;
基于分散校区和完全学分制的网络化教务管理系统研究与实现
2.
Practice of Complete Credit System in Colleges and Universities and Its Supporting Measures;
高校完全学分制的实施及其保障措施
2) full credit system
完全学分制
1.
The discussion on implementation of the full credit system in China s colleges and universities;
关于我国高校全面推行完全学分制的探讨
2.
On the teaching management in the full credit system
对完全学分制下高校教学管理的思考
3.
We put forward 4RC optimal path for curriculum design under the full credit system in this paper on the basis of the educational psychology in curriculum design and in view of the fact that most universities will have to set up a new curriculum under the credit system.
完全学分制下的课程设置的4RC优化路径,是以课程论教育心理学为依据,针对多数高校普遍存在学分制下的课程设置问题提出的。
3) completely separated disposal system
完全分流制
4) total credit system
全面学分制
1.
This paper discusses the unique contents and forms of "Three-dimensional" teaching materials,analyzes the objective requirements in making "Three-dimensional" teaching materials under the premise of being in accordance with total credit system models,and puts forward several requirements for constructing "Three-dimensional" teaching materials.
论述了“立体化”教材具有的独特内容与形式;分析了在全面学分制模式的前提下,“立体化”教材制作的目标要求;提出了建立“立体化”教材的几点要求。
2.
This article introduces the procedure of selecting course by network in Chongqing Institute of Technology within total credit system; analyzes the problems concerningc ourses electioni nc ollegesa ndu niversities, such as the lack of instruction, limited freedom for students, and insufficiency of optional courses, based on which four measures are suggested to resolve thesep roblems.
介绍了全面学分制条件下,重庆工学院实施网络选课的流程,分析了当前高校在选课方面存在的诸如缺乏引导、学生自由度小、课程资源不足等问题,提出了四条应对之策。
3.
Through the comprehensive analysis on the curriculum of talent training scheme under total credit system,this paper sums up three conflicts appearing in the curriculum,and puts forward some improvement suggestions.
通过对基于全面学分制的人才培养方案在课程设置方面的综合分析,总结了课程设置上出现的3种矛盾,并提出了一些改进建议。
补充资料:学分制
学分制 credit system 以取得必要的最低学分为毕业标准的高等学校教学管理制度。最早产生于19世纪末的美国,随后世界各国相继仿行。在中国,最早提倡学分制的是蔡元培。 学分制。一般以每一学期的每周授课时数、实验和实习时数以及课外指定自习时数为学分的计算依据,根据各门课程的不同要求给予不同的学分,并规定各种专业课程的不同的学分总数,作为学生毕业的总学分。例如,凡需要课外自习的课程,以每周上课1课时,读满1学期并经考试及格者为1学分;不需要课外自习的课程,如实验、实习,以每周上课2~3课时为1学分。课外自学时间较多的课程,也可以上课1课时,计算为2学分,或者是2课时为3学分。在学籍管理上,一门课程经考试(或补考)及格,应给予该课程规定的学分,补考不及格,必修课必须重修,否则不准毕业。选修课可重修,也可以放弃,这种教学管理制度打破了年级界限,可根据学生所获得的学分累计数,编入相应的年级。学分制可以作为教学计划制定、课时分配、教师工作量安排等计算的依据。中国的大学在20世纪30~50年代初,曾实行美国式的学分制,50年代起采用苏联大学的学年学时制,70年代末由于适应现代科学技术发展的需要,一些大学试行中国式的学年学分制。 |
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参考词条