【作者】 符常明；

【导师】 陈彬；

【作者基本信息】 华中师范大学 ， 教育经济与管理， 2003， 硕士

【摘要】 高等教育培养的人才是社会发展的核心力量，必须具有创造精神和创造力，才能引领社会不断前进。而培养具有创造力的人才，高等教育的教育教学管理起着决定性作用。本文试图对当前我国高等教育的教育教学管理中学生接受教育的选择性进行分析，从学生心理入手，研究学生学习的主要动力，构建自主选择型高等教育模式，目的是要促进学生的个性发展，培养他们的创造力。 论文确立以促进学生的个性发展和培养他们的创造力为目标，通过座谈交流、文献分析和逻辑分析的方法，探讨自主选择型高等教育模式构建的问题。 论文包括四部分。第一部分为绪论，介绍论文写作的时代背景、研究方法以及相关概念界定。第二部分，对我国高等教育的教育教学管理中学生接受教育的选择性的问题进行分析。第三部分，详细阐述我国自主选择型高等教育模式构建的内涵、意义和方式以及运行机制。第四部分为结语，指出自主选择型高等教育模式是我国高等教育的教育教学管理改革的必由之路，并提出论文的创新之处和进一步研究的方向。 本文认为计划经济体制下，我国高等教育的教育教学管理高度集中，学生接受教育的选择性几乎没有，形成了被动接受型高等教育模式。该模式的管理制度落后，导致教育行政部门、学校、教师和学生缺乏动力，对教育教学的投入不足。该模式统一规格培养学生，人才整齐划一，缺乏创造力，对经济增长和社会发展作用乏力。这种情况目前基本上没有改变。 自主选择型高等教育模式的内涵是学生自主选择学校和在学校制定培养目标、教学计划和课程设置的基本框架下，自主确定自己的发展方向，确定自己要学习什么和如何学习，要达到的教育目标程度和要求及效果，获得自我实现。 自主选择型高等教育模式是以主体性教育理论为指导而构建的新型教育模式。它尊重学生的教育主体地位，以教育的内发性、开放性、多样性和民主性为主要特征。它的意义在于创建一个自由自主的教育环境。在这个环境中，学生学习的需要和愿望能够得到满足，使学生愿学、会学和乐学，不断自我完善。馨糕睿急这样，学生的个性能够得到充分的发展。此外，实施自主选择高等教育，能够增强政府及其教育行政部门、学校、教师和学生的工作动力，充分调动他们的积极性。 构建自主选择型高等教育模式的基本方式是本文的核心内容，主要有学生自主选择学校，自由选择专业，自主选择课程，自由选择教师，自由选择学习时间:建立自由的听课制度等。开放实验室，建立重修课程制度，实行连续考试制度，实施轮班教学工作制度等。 自主选择型高等教育模式能够促进学生形成积极的学习态度，增强政府及其教育行政部门、学校和教师的工作责任心。实施自主选择型高等教育模式，要建立多元评价制度、实施指导教师制度和实行完全学分制度以及加强对学生的理想教育，要建立新型的政府的教育管理制度、学校的教学管理制度和学生的自我管理制度等。 创新之处:作者提出了被动接受型高等教育模式和自主选择型高等教育模式两个新的概念。从全新的角度探讨了高等教育投入不足的原因，特别是详细论证了被动接受型高等教育导致学生缺少个性和创造力的观点，体现了思维方式的创新。构建了自主选择型高等教育模式。系统地提出了“自主选择学校’，、 “自由选择专业”、“自主选择课程”、“自由选择教师”、“自主选择学习时间”和“建立自由的听课制度”等理念，在理论上实现了新的突破。更多还原

【Abstract】 The qualified personnel who are trained in higher education are the forces at the core in society development. They must posse the creative sense and creative power and then can exercise leadership in society development continuously. The educational and teaching managements in higher education play a decisive role in training qualified personnel. This article tries analyzing the students’ choices in the managements of education and teaching in higher education in our country, uses students’ psychology to study their motive power for study, and constructs the self-determination model in higher education. It is to promote students’ personality to develop and to train their creative power.This article uses the methods of informal discussion, documentary analysis and logic analysis, and probes into the problem of constructing the self-determination model in higher education.This article contains four parts. Part one introduces the background, methods of this research, and it gives distinctive definitions to several basic concepts. Part two analyses the fundamental problem of the students’ choices in the management of education and teaching in higher education in our country. Part three expounds the connotation, significances, ways and mechanism of the self-determination model in higher education in detail. Part four deduces that the self-determination model in higher education should be the road that the management reform of education and teaching in higher education in our country must take, and points out the creativity and direction of research further.The article believes that in the planned economy system of organization, the management powers of higher education has had a high degree of centralism. Students have little choices when they are trained. It has brought about a passive accept model in higher education. In the model the management systems are out ofdate. Administrative departments of education, schools, teachers and students are short of motive power and there are not enough in throwing into the activities of education and teaching. The students have been educated and trained in unified standards. The qualified personnel have almost been the same in specifications of education. They have been short of creative power and have played a less role in economy growth and society development. Up till now, there is no change in the model on the whole.The education of self-determination model in higher education is that students have more changes to self-select a school and have right to make decisions about studying activities, including selecting a specialty, a curriculum; making the arrangements of study; the degree, demand and result of educational goals that students is to achieve, within the frame of training goals, teaching plan and curriculum of school.The theory of subject education is taken as guide in constructing the new self-determination model in higher education. It esteems students’ subject. Its basic features are self-development, opening, diversify and democracy. Constructing the self-determination model in higher education will establish a free educational environment where students can be willing to study, be good at study and study happily. And students can make unceasing progress. The students’ personality can be fully developed. Also the self-determination model in higher education can heighten the motive powers of work of governments and its administrative departments of education, schools, teachers and students; arouse their enthusiasm of work.The main measures include that students should have more changes to select a school, a curriculum; and that students should self-select a specialty and a teacher, attend a lesson on their own, and make a decision when to complete school work according to the arrangement of self-determination. Also a laboratory should be open to all students all the time, a system of course for re-studying should be carried out, a course examination given several times in a year, and a twelve hour working day instituted, etc.T更多还原