DOCSLIB.ORG

An In-Depth Study of Undergraduate Tutorial System Based on Education and Teaching Integration Reform

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
An In-Depth Study of Undergraduate Tutorial System Based on Education and Teaching Integration Reform SHS Web of Conferences 24, 02 015 (2016 ) DOI: 10.1051/shsconf/201624002 15 C Owned by the authors, published by EDP Sciences, 2016 An in-depth study of undergraduate tutorial system based on education and teaching integration reform Wenhui Fan & Yang Han* School of Mechanical Engineering, Beijing Institute of Technology, Beijing, China ABSTRACT: As personalized development for undergraduate is the trend of higher education development, the undergraduate tutors should play their role in the establishment of personalized personnel training mode. Based on reform practice of university education integration, this article gives a deepening research on the es- sence and implement methods of undergraduate tutorial system. To implement and strengthen the function of undergraduate tutorial system, we need to increase teachers’ comprehensive quality training, build a multi- ple-dimension, full-process and whole-staff-participation educational concept, absorb the enterprise mentors to give guidance on students’ career planning and implement the scientific and reasonable undergraduate adminis- trative evaluation system. With continuous theory exploration and practice research, the quality of undergraduate talent training has been gradually improved. Keywords: education integration; undergraduate tutor; in-depth study; personalized development 1 INTRODUCTION 2 RELEVANT BACKGROUND INFORMATION With continuously strengthening the cultivating pat- 2.1 Students’ personalized development is the trend tern of college talents reform intensity, teaching staff of higher education gradually realized that personalized development is the key method for increasing the undergraduate cul- In the traditional western higher education, the em- tivation quality, while building personalized person- phasis on academic in the British institution of higher nel training mode requires their tutors plays the im- education, the concentration on scientific research in portant role on it. It has been more than half of the Germany universities, the cultivation for interest in century for the implementation of the tutorial system America universities all have great impact for our in China, which promotes our countries higher educa- country’s higher education development, which also tion development objectively, cultivating a large has especially shock on our country’s yearly stressing number of outstanding talents. However, in the con- in “quality-oriented education”. It is undeniable that text of higher education popularization tutorial sys- China’s education quality is apparently higher than tem characterized by personalized elitist education, those western countries in basic education, especially there is some “unaccustomed” conditions occurring in “elementary school, junior high school and senior during the implementation process. Under this back- high school”, but our higher education is far behind ground, with the basis of education integration and for several levels compared with western countries. the guidance of deepening undergraduate tutorial Traced its reason, it is because the higher education research, it has the important theoretical value and requires “T” character pattern talents instead of “+” practical meanings to build personalized personnel character pattern talent. What they need is “Top tal- training mode in improving the undergraduate talent ents”, rather than "Wooden barrel effect" and "short training quality. board effect" emphasized in teamwork. Facing with China’s strong call for cultivation of innovative talents and outstanding talents, inspiring students personalized development is an inevitable *Corresponding author: [email protected] trend in higher education, a core goal to increase un- This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits distribution, and reproduction in any medium, provided the original work is properly cited. Article available at http://www.shs-conferences.org or http://dx.doi.org/10.1051/shsconf/20162402015 SHS Web of Conferences dergraduate teaching training quality, as well as the 2.3 Higher education integration reform creates the indispensable fertile soil for training innovative talents. good condition for undergraduate tutor in-depth In December, 2004, in the article of several advice on study further strengthen undergraduate teaching work in institution of higher education, the Ministry of Educa- There is a disconnection between students ideological tion has clearly point out that: “For those qualified and political education, daily management and teach- institutions of high education, they should actively ing program for some colleges and universities in the carry out tutorial system, trying hard to provide excel- talent cultivation process, which makes students edu- lent and personalized service for students development cation administrative department only concern about in an all-round-way.” It is a breakthrough for higher students ideological and political education and man- education reform with the educational concept of agement, while teaching sectors only focus on stu- “imparting knowledge and education, people oriented, dents course learning. This brings the great disad- teaching benefits teachers as well as students” empha- vantage for talent cultivation and is difficult to form sized in undergraduate tutorial system. Researcher the join force. Therefore, a lot of colleges and univer- David Palfreyman from Oxford University even fur- sities hope to seek and explore a mode integrated with ther points out that for generations of outstanding resources of education, teaching, and scientific re- undergraduates in the future need strictly tutorial sys- search, etc. in pushing the realization of “education by tem to temper academic basic skill in order to calmly all staff” and teaching quality promotion, which is cope with the career life and social variance. teaching integration reform. The so-called college and university education integration means many crosso- ver and fusion measures adopted in mechanism for 2.2 The current situation and problems of our accelerating talent-training quality, especially for the country’s undergraduate tutorial system comprehensive quality-oriented education. It is the We have trial implemented the undergraduate tutorial detailed work intersection research between scientific system before the establishment of New China. In research, teaching, students’ ideology and politics 1937, Coching Chu has pioneered the undergraduate education and management in school, so this is also tutorial system in Zhejiang University according to called “education and teaching integration”. Havard University. The tutorial system is an individu- With the combination of theory and practice, the al guidance method for education according to the writer explores the in-depth study of undergraduate goal of talent cultivation and specification require- tutorial system based on the education integration in ments. School of Mechanical and Vehicle in Beijing Institute Wang Wei Qi and others classified undergraduate of Technology, especially on the practice efficiency of tutorial system into scientific research tutorial system, students’ education management department and elite student tutorial system and absolute tutorial sys- teaching sectors integration construction. The writer tem; Li Rui also has the similar classification but not hopes to improve quality-oriented education quality identical during the research, mainly reflecting on the and students personalized development, cultivating the classification of absolute tutorial system and elite higher education talents in physical development, student system according to training objects, which is pushing students' comprehensive quality integrated similar in meaning. It can be seen that currently there development. is a big different opinion about China’s undergraduate tutors. Some scholars thinks that the undergraduate should inherit the trait from the postgraduate tutors for 3 IN-DEPTH DEVELOPMENT OF cultivating students scientific research capacity; while UNDERGRADUATE TUTORS FOR others consider that undergraduate tutors should also IMPROVING UNDERGRADUATE develop their moral education ability. During the prac- CULTIVATION QUALITY AND STUDENTS tice, undergraduate tutor system’s formal meaning is PERSONALIZED DEVELOPMENT always greater than the real value in the promotion 3.1 Strengthening teachers’ comprehensive process of undergraduate teaching quality system, cultivation, especially in teachers’ ethics with unclear position in operation, uncertain responsi- bility, insufficient fund, low enthusiasm and weak promotion is the basic requirements for supervision. The ideological consensus of undergrad- undergraduate tutors to play their roles uate tutorial system is urgent to come to an agreement. The performance in morality, culture and ability and The writer holds the opinion that no matter for training accomplishment of teachers in universities and col- the students’ scientific research capacity or moral leges will directly restrict teachers’ teaching and edu- education quality; it is just different emphasis point. cation quality, consequently influencing higher educa- As all roads lead to Rome, the core mission for higher tion function. Confucius once said, “If the ruler is education is to cultivate high quality and top-notch personally upright, all will go well even though he talents, so the undergraduate tutorial system should does not give orders. But if he is
Load more

Recommended publications
  • A Handbook for Teaching Assistants
    A Handbook for Teaching Assistants Allyson Hadwin and Susan Wilcox ~ 1999 - 2000 ~ Instructional Development Centre Queen’s University, Kingston, Ontario, K7L 3N6 INTRODUCTION Queen's has almost 2,000 teaching assistants, and they play a vitally important role in undergraduate teaching, whether as markers, lab demonstrators, or tutorial leaders. Indeed, as many introductory courses become larger and more impersonal, the TA often provides a "friendly face" for many students, and also serves as a key link between the undergraduate and the professor. This handbook was prepared by the IDC as a printed source of information about many of the issues faced by teaching assistants in their day-to-day work. We believe you will find the manual a useful guide to becoming an effective teaching assistant, and that your experience as a TA will serve as a preparation for future teaching roles. However, printed advice is no substitute for real experience. We hope you will supplement the information provided here with attendance at one of the workshops offered for TAs, or the other sessions presented on a regular basis by the Instructional Development Centre. The IDC also offers personal consultation to any instructor at Queen's, including TAs. If you would like to learn more, or are facing a problem in your teaching, you can drop into the Centre (Old Medical Building, Room 101) or call us at 533-6428. Christopher Knapper, Director Instructional Development Centre Are you enthusiastic about learning? fascinated by your discipline? curious about your students? wondering whether you’ll be an effective teacher? If you’re dedicated to doing your best as a teaching assistant and willing to learn from your TA experiences, then you’re off to a great start as a teacher.
    [Show full text]
  • Audio-Tutorial Systems Approach to Recreational Learning Alan James Murdoch Iowa State University
    Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1984 Audio-tutorial systems approach to recreational learning Alan James Murdoch Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Higher Education Administration Commons, and the Higher Education and Teaching Commons Recommended Citation Murdoch, Alan James, "Audio-tutorial systems approach to recreational learning " (1984). Retrospective Theses and Dissertations. 9015. https://lib.dr.iastate.edu/rtd/9015 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help clarify markings or notations which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obUterated with a round black mark, it is an indication of either blurred copy because of movement during exposure, duplicate copy, or copyrighted materials that should not have been filmed.
    [Show full text]
  • Teaching Assistant GUIDE
    Teaching Assistant GUIDE CENTRE FOR LEADERSHIP IN LEARNING CENTRE FOR LEADERSHIP IN LEARNING McMaster University Teaching Assistant Guide 2012-2013 1 CENTRE FOR LEADERSHI P IN LEARNING McMaster University Third Edition 2012 Created by: Erin Aspenlieder Revised 2012 by Elizabeth Jackson, Marie Vander Kloet, and Greg Van Gastel Centre for Leadership in Learning McMaster University • 1280 Main Street West Hamilton, ON Phone 905 525 9140 x 24540 Email [email protected] or [email protected] 2 Teaching Matters Teaching assistants are essential to undergraduate education at McMaster. Working as a teaching assistant also offers you unique opportunities and experiences that will contribute to your personal and professional development. eaching assistants at McMaster fill a number of important roles. You may lead class discussions; supervise a lab group; mark assignments; meet and correspond with students; or facilitate help sessions. Whatever role you fill, your work is very important to the success of the students and instructors you T work with. So that you may confidently fill your role, this guide aims to provide you with some strategies for fostering an inclusive and dynamic teaching environment and to familiarize you with McMaster policies. As important as teaching assistants are to undergraduate education, the opportunities and experiences that come from being a teaching assistant are also very valuable for you. Whether you plan to pursue an academic career or intend to enter a field that does not have teaching as a component, the skills you acquire as a teaching assistant are sure to benefit you. These skills include: facilitating discussions; planning and delivering oral presentations; evaluating the work of others and offering constructive feedback; and experience designing and assigning projects.
    [Show full text]
  • Tutorial Teaching Assistants in the Classroom: Similar Teaching Behaviors Are Supported by Varied Beliefs About Teaching and Learning
    PHYSICAL REVIEW SPECIAL TOPICS - PHYSICS EDUCATION RESEARCH 6, 010105 ͑2010͒ Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning Renee Michelle Goertzen, Rachel E. Scherr, and Andrew Elby Physics Education Research Group, Department of Physics, University of Maryland, College Park, Maryland 20742, USA ͑Received 19 October 2009; published 7 April 2010͒ As part of a long-term program to develop effective, research-based professional development programs for physics graduate student teaching assistants ͑TAs͒, we first identify their current classroom practices and why they engage in these practices. In this paper, we identify a set of teaching practices we call “focusing on indicators,” which occurs when TAs use signs such as key words or diagrams as evidence that students understand the target idea; these indicators are more superficial than a detailed explanation. Our primary finding is that although the three TAs discussed here share a common behavior, the beliefs and motivations that underlie this behavior vary. We argue that TA professional development focused on changing these TAs’ focus-on-indicator behavior is unlikely to be effective. Instead, responsive TA professional development will need to address the TAs’ beliefs that guide the observed classroom behavior. DOI: 10.1103/PhysRevSTPER.6.010105 PACS number͑s͒: 01.40.Fk I. INTRODUCTION indicator behaviors are motivated by different underlying values for tutorial teaching. For example, one TA in our The physics education community has devoted decades to study believes that students should be given the benefit of the producing research-based undergraduate curricula that help doubt; another believes that students deserve to hear the right students construct their own physics knowledge.
    [Show full text]
  • Science, Educational Technology
    CHAPTER 46 Passion, relationships, fascination, humanity, caring: some teachers will demonstrate the power of these from afar and some from on high. In the coming century we shall discover, and I only hope it does not take too long, that technology’s job is to sup- port their choice. —Tom Snyder (1991) “What is Great Teaching?” in Great Teaching in the One-Computer Classroom (Dockterman) Technology—all kinds of technology, from the TV/VCR to simulation software to microcomputer- based laboratory systems to the Internet—has the potential to enhance and enrich teaching and learning in as many ways as there are creative teachers. David Dockterman’s Great Teaching in the One-Computer Classroom lists five reasons why teachers may tackle the technology challenge. A com- puter (and other technologies as well) can help teachers do the following: ■ Manage responsibilities and paperwork ■ Make dazzling presentations ■ Lead incredible discussions ■ Manage dynamic cooperative learning activities ■ Inspire enlightening self-discovery Educational technology (as distinct from technology education) focuses on learning with technology, rather than learning about it. The Office of Educational Technology states, Technology is neither an end in itself nor an add-on. It is a tool for improving—and ultimately transforming—teaching and learning. To accomplish that job, technology must be an integral part of the school or community’s overall plan to move all chil- dren toward high academic standards. New Jersey’s Core Curriculum Content Standards emphasize technology’s critical role in the develop- ment of science process skills, as well as in nurturing children’s problem solving and decision mak- ing capabilities.
    [Show full text]
  • Perceptions of Students on the Conduct of Tutorials in Zimbabwe Open University: a Case Study of the Midlands Region
    International Journal for Innovation Education and Research www.ijier.net Vol.3-1, 2015 Perceptions of Students on the Conduct of Tutorials in Zimbabwe Open University: A Case Study of the Midlands Region Nyengeterai Chemhuru Lecturer: Department of Counselling Zimbabwe Open University, Zimbabwe Box 1810 Gweru E-mail address: [email protected] (Cell: +263773929551, Work: +26354220502) *Dr. Remigios Vurayayi Mangizvo Senior Lecturer: Department of Geography and Environmental Studies Zimbabwe Open University, Zimbabwe Box 1810 Gweru E-mail address: [email protected] (Cell: +263772810978, Work: +26354220502) Winifrida Shingirayi Nyamande Lecturer: Department of Special Needs Education and Disability Studies Zimbabwe Open University, Zimbabwe Box 1810 Gweru E-mail address: [email protected] (Cell: +263773929549, Work: +26354220502) Abstract This research paper examines the perceptions of students towards tutorials in the Midlands Region of the Zimbabwe Open University (ZOU). In particular the study intended to establish whether the tutorials were conducted in a manner that satisfied the students. This case study was pragmatic in approach as it utilized both quantitative and qualitative techniques such as questionnaires, interviews and observations. The study established that both tutors and students had problems in distinguishing between tutorials and lectures. Most students preferred being lectured to, although this was not the delivery mode used in ZOU. The study further established that in some cases tutors and students did not prepare adequately when they came for tutorials. This affected the smooth flow of sessions. Lack of modules affected the conduct of tutorials. The study recommends that tutors should be inducted on how to conduct tutorials. Modules should be provided before the commencement of the semester.
    [Show full text]
  • Reviewing the Effectiveness of the Oxford Tutorial System in Teaching an Undergraduate Qualifying Law Degree: a Discussion of Preliminary Findings from a Pilot Study
    Reviewing the effectiveness of the Oxford tutorial system in teaching an undergraduate qualifying law degree: a discussion of preliminary findings from a pilot study 1. Introduction 1.1 The Oxford tutorial system At undergraduate level the tutorial system at the University of Oxford has several distinctive features, which serve to make it almost unique in UK Higher Education. The common elements of tutorial teaching are summarised by the Oxford Learning Institute (OLI) as follows: students meet individually or in very small groups with a tutor from their discipline in their college, typically once a week or once a fortnight; students spend time independently reading and preparing written work for the tutorial; and students discuss their written work with the tutor, giving them an opportunity to receive constant feedback from their tutors.1 This does not replace but is in addition to lectures and larger classes such as seminars that students at Oxford attend, in common with their peers at other universities.2 The central issue to be explored in this paper is the effectiveness of this system of teaching. In doing so this paper will aim to identify some of the gaps in the existing research into the Oxford tutorial system and propose avenues for further study. To focus and limit the scope of this paper, it is the Oxford tutorial system that will be examined, although it is acknowledged that this system has several features in common with similar types of teaching at other Higher Education institutions, in particular the Universities of Cambridge and Buckingham in the UK, as well as with institutions outside the UK, such as certain liberal arts colleges in the USA.
    [Show full text]
  • The Effective Teaching Assistant at Drexel University
    The Effective Teaching Assistant Sixth Edition 2008 Sponsored by the Office of Graduate Studies The Effective Teaching Assistant at Drexel University Introduction ............................................................................................................................................. 1 The Purpose of This Manual ........................................................................................................................................1 History of the Effective Teaching Assistant ................................................................................................................1 The Academic Structure of the University..................................................................................................................1 The Culture of Drexel University.................................................................................................................................4 General Advice ..............................................................................................................................................................4 A Word to International Teaching Assistants.............................................................................................................4 Section I: The Role of the Teaching Assistant ....................................................................................... 4 Overview ........................................................................................................................................................................4
    [Show full text]
  • A Comparison of Audio-Tutorial and Lecture Methods of Teaching Dean Leo Stuck Iowa State University
    Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1968 A comparison of audio-tutorial and lecture methods of teaching Dean Leo Stuck Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Teacher Education and Professional Development Commons Recommended Citation Stuck, Dean Leo, "A comparison of audio-tutorial and lecture methods of teaching " (1968). Retrospective Theses and Dissertations. 3699. https://lib.dr.iastate.edu/rtd/3699 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. This dissertation has been microfilmed exactly as received 68-14 824 STUCK, Dean Leo, 1932- A COMPAKISON OF AUDIO-TUTOBIAL AND LECTURE METHODS OF TEACHING. Iowa State University, Ph.D„ 1968 Education, teacher training University Microfilms, Inc., Ann Arbor, Michigan A COMPAHISON OF AUDIO-TUTORIAL AND LECTURE METHODS OF TEACHING Dean Leo Stuck A Dissertation Submitted to the Graduate Faculty in Partial Fulfillment of The Requirements for the Degree of DOCTOR OF PHILOSOPHY Major Subject: Educational Administration Approved: Signature was redacted for privacy. In Cba]^^or^e^^br^foi^ Signature was redacted for privacy. or Department Signature
    [Show full text]
  • A Quick and Dirty Guide to Being a TA in the Department of History at York Second Edition
    A Quick and Dirty Guide to Being a TA in the Department of History at York Second Edition York Commons Department of History Teaching Assistant Liaison Committee York University, Toronto September 2006 By Leanne Dustan and Joseph Tohill Second Edition By Jodi Burkett and Ian McPhedran Graduate Students & Teaching Assistants Table of Contents I. Introduction to the Guide____________________________________________________ 1 Introduction to the Second Edition FAQ (I Wish I’d Known…) II. Introduction to Teaching in the History Department_____________________________ 5 What is a tutorial? What is Quality Teaching? The importance of TAs in the History Department at York III. Preparing for the first day___________________________________________________6 Tutorial Syllabus Creating a “Critical Thinking” environment Using the Physical Space of the Classroom Effectively Setting Reasonable and Clear Goals and Expectations Checklist IV. The First Class____________________________________________________________10 Go in with a Plan Creating a Positive Atmosphere Icebreakers V. TA/Student relationships____________________________________________________12 In the classroom a) Establishing your Authority and Boundaries b) TA-Student Contact c) Addressing Power Dynamics between Yourself and the Students Outside the classroom a) TA Code of Conduct (‘Can I go for drinks with my students after class?’) b) The TA as Student Advisor i) Student Counselling ii) Crisis Intervention Services VI. The Fine Art of Leading a Seminar (or how to keep students talking)_______________17 Initiating Discussions and Keeping Them Going a) Responding to Students: Active Listening & Positive Feedback b) How to Avoid Shutting Down Discussion c) Kick-starting Stalled Discussions Getting Students to Read the Material Teaching Methods and Strategies a) Classroom Discussions b) Group Work or Buzz Groups c) Student Presentations d) Creative Teaching Strategies (some examples) e) A Quick Checklist of Discussion Group Problems and Solutions i VII.
    [Show full text]
  • Ug Department Handbook 2020/21
    Welcome to York LANGUAGE & LINGUISTIC SCIENCE UG DEPARTMENT HANDBOOK 2020/21 Contents Introduction ............................................................................................................................... 7 Introduction to the department ............................................................................................ 7 The purpose of this handbook ............................................................................................... 8 Where else can I find information? ........................................................................................ 8 If things go wrong ................................................................................................................... 8 Disclaimer ............................................................................................................................... 8 Your department ........................................................................................................................ 9 Welcome to your department ............................................................................................... 9 Departmental office ............................................................................................................... 9 Staff contacts .......................................................................................................................... 9 Communicating with the department ................................................................................. 11 Seminar rooms and
    [Show full text]
  • Technology Integration
    The K-12 Educational Technology Handbook Anne Ottenbreit-Leftwich & Royce Kimmons Version: 1.108 Built on: 09/06/2021 08:00am This book is provided freely to you by CC BY: This work is released under a CC BY license, which means that you are free to do with it as you please as long as you properly attribute it. Table of Contents Acknowledgements .................................................................. 5 Part 1. Foundations ......................................................................... 6 1.1. Technology Integration .................................................... 7 1.2. Connectivism ................................................................... 39 1.3. Lifelong Learning ............................................................ 54 1.4. Information Literacy ....................................................... 76 Part 2. Classroom Applications ................................................... 95 2.1. Blogging ........................................................................... 96 2.2. Coding ............................................................................. 114 2.3. Computational Thinking .............................................. 130 2.4. English Language Learning ......................................... 157 2.5. Foreign Language Teaching, Part 1 ........................... 176 2.6. Foreign Language Teaching, Part 2 ........................... 186 2.7. Gamification .................................................................. 215 2.8. iPad Learning Centers .................................................
    [Show full text]