A Study Of Undergraduate Education Reform Of Curricular System In American Research Oriented Universities Since 1990s

Since 1980s, American research-oriented universities have taken an all-round revolution in undergraduate's education. This revolution was based on a report called Involvement in Learning:Realizing the Potential of American Higher Education and a book named College:The Undergraduate Experience in America. In those days, the revolution included such aspects:firstly, it regarded quality of education as a core; secondly, it strengthened the general education in undergraduate education; thirdly, it established a new academic criterion, for making a balance between teaching and research. On account of this revolution, though American research universities polished up the education, the whole situation was not very optimistic. The main reason lied in some contradictions which were hidden deeply and were not correctly settled in time. In virtue of this phenomenon, American research universities and educational experts felt obliged to take another revolution, in the light of ten suggestions from a report called Reinventing Undergraduate Education:A Blueprint for America's Research Universities. Research universities of our country, however, slightly took some measures in the curriculum system of undergraduate education. As there were a great many issues in the existing curriculum system, it was obvious that a revolution should be adopted. Making a study on undergraduate education curricular reform of American research universities since 1990s can provide us some suggestions.This paper consists of six parts. Part One is an introduction. It puts forwards the topic of study; defines the concept of "Research University", "curriculum", and "curriculum system"; makes a brief analysis of relevant literature at home and abroad; introduces the significance and methods of this study.Part Two is an introduction to the background of the revolution.American research universities had been faced with a huge number of new challenges and demands from social development and academic comments.Part Three focuses on the contents of the revolution. This revolution considered the aim of curriculum system, the design of curriculum, and the application of curriculum as key points. The aim is to advocate general education and to cultivate researching capabilities. Taking integrity and consistency into account, the designer of the curriculum should make general curriculum and major curriculum as a whole object to avoid in a dreadful mess. Secondly, the new curriculum system is more international and diversified. Thirdly, it supplies various kinds and forms of courses which put emphasis upon researching capabilities and communication skills. As for the application of courses, it should associate research with teaching, in order to build a study model based on research.Part Four is the case study. It introduces the fifth revolution of general curriculum system in Harvard, and the revolution of MIT's general institute requirements and project courses. The analysis of the two cases makes it clear the aims and contents of this revolution.Part Five is the introduction of guarantee mechanism of revolution. It composes of education thoughts, education systems, and sources of capital.Part Six is about the achievements of this revolution and some implications. By comparing the undergraduate curriculum system between American research universities and our country's, we can follow implications:firstly, to establish a core curriculum based on certain main courses; secondly, to design multiform seminars and research projects; thirdly, to open writing courses and communication skill courses; fourthly, to enhance the rate of eliminating courses, finally, to provide more chances for students to change their major.