Undergraduate Research Teaching In China And Its Application Of Portfolio Assessment

With the deepening reform of higher education,research teaching which aims to develop the creative ability and innovative spirit of undergraduate students attracts widespread attention. Undergraduate research teaching is a new teaching style which is put forward in respect to the traditional teaching style. Now, many researchers have extensive discussions of research teaching in China. Meanwhile some universities carry out research teaching deeply in practice, for instance Tsinghua University and Nanjing University. Portfolio Assessment is introduced in 1990's and develops rapidly in basic education. With the Popularization of Qualitative evaluation concept and the implementation of higher education reform, promotion of portfolio Assessment in Undergraduate research teaching is of great significance.In this paper, the effective implementation of undergraduate research teaching is discussed from both theoretical and practical aspects. And a survey of undergraduate research teaching in Harbin Institute of Technology is conducted. Then, portfolio assessment is proposed in the strategies for Harbin Institute of Technology's undergraduate research teaching. In theory, on one hand, the meaning of research teaching, characteristics of research teaching and differences with the traditional teaching are defined; on the other hand, the connotation of portfolio assessment, features of portfolio assessment, and the advantages of portfolio assessment used in research teaching are defined. In this paper, constructivism, multiple intelligences, formative and development evaluation support for research teaching and the portfolio assessment. In this study, a few of research methods are used, such as literature research, documentation research, questionnaire survey and interviews. Then, through a comprehensive investigation of the current undergraduate research teaching, we find that the implementation of undergraduate research teaching is not optimistic. Through deeply analysis of the obtained data, we find that now a variety of restricting factors such as teacher-student understanding of research teaching, teachers and student's time and energy, scientific literacy of students ,teacher's research quality and teaching ability, leader's emphasis, teaching evaluation system, curriculum and materials, affect the implementation of undergraduate research teaching. Then, do the analysis and strategy for these main factors. Portfolio assessment for undergraduate research teaching evaluation is a key part in the above strategies. The research explains the assessment of undergraduate research teaching from the teacher's teaching portfolio and student's learnin g portfolio in details. With the rapid development of information technology, electronic portfolio assessment becomes a useful complement of research teaching. This paper mainly aims to straighten out the way for the implementation of undergraduate research teaching and provide some reference methods and recommendations for higher education reform.