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Study On The Problems And Countermeasures Of Undergraduate International Quality Training In Ordinary Universities

Posted on:2012-04-22Degree:MasterType:Thesis
Country:ChinaCandidate:S LiuFull Text:PDF
GTID:2217330368979411Subject:Educational Economy and Management
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In the 21st century, the worldwide competition in politics, economy, military, science and technology play over strong. While the international competition in the final analysis is talent competition, states need talent with international competitive power increasingly. Developing higher education and training excellent students with international quality is an important way to meet this demand. From the perspective of university undergraduate education, this study focuses on the problems and their causes of undergraduate international quality training of ordinary universities in China, and learns the advanced experience of cultivating university students from developed countries, proposes some solutions and suggestions that to provide practical reference for promoting undergraduate international quality training. With a certain innovative angle, this study adopts the literature analysis, case analysis, comparative analysis and other methods, so as to give an overall systematic review about undergraduate international quality training in Chinese ordinary universities.Through investigating the Zhejiang Normal University and other colleges, author gathered a lot of first hand information and data. To count, summarize, and analyse these information, it have been found that the problems of undergraduate international quality training were showed in the training objective, curriculum, cooperation and exchange, teachers, management system etc. aspects. In the training objective, some colleges and universities have the meaning of training internationalization talent, but not clear. In the curriculum, the international curriculum of undergraduate are simple, usually for public English class or "world", "international" and other subjects named. The number of bilingual courses are too few; the specialized coverage is very narrow. The type of foreign language courses are single, usually one or two languages. In cooperation and exchange, international cooperation education mostly concentrate in language, management and economics speciality, less subject involve science and engineering, forestry,agriculture, biochemistry and other disciplines. Few students can be sent to study abroad; only 3%of undergraduates have the opportunity to study abroad in some universities. A serious lack of full-time faculties in international courses. Most foreign teachers are language teachers; few other professional foreign teachers. In the management system, international activities lack of systematic control mechanism and the assessment mechanism. In libraries, foreign collections is inadequate and there is little networking with foreign schools. Futher analysis finds that the narrow-caliber of personnel training, outdated training concept, inadequate teacher training system, the lack of legal and financial support etc. are the main reason for the above problems.In order to present these problems more clearly and make the reader understand the gaps between our universities and foreign universities in international quality training, this paper chooses Amsterdam University, Leiden University, Boston University and Monash University, which have distinctive international characteristic as the research object. With extensive reading the offical website information of these universities and translating the foreign papers and periodicals, this dissertation shares foreign universities'advanced experience in the concept of international education, international curriculum, international cooperation and exchange, international faculty and so on. Meanwhile, to draw on the advanced experience of foreign universities, the author proposes a number of recommendations to promote the international quality of the undergraduate. The first thing is to set up a clear international training objective. Second, to increase opportunities of study abroad for undergraduates and improve the quality of communication. Third, we must make the best use of international resources in local school. Fourth, to heighten teachers'international level. Fifth, the universities must establish a systemic management system for training international quality talent. At the same time, the government should formulate and improve pertinent policies and rules to support universities'strategies of international talent training.
Keywords/Search Tags:ordinary university, undergraduate, international quality, talent
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