Current Value Research Of Foreign "Learning And Teaching Center"for Student Development

The higher education in our country has entered the quality-improving stage. Quality is the lifeline of the development of higher education. The fundamental aim of improving the quality of higher education is to promote the development of students. Student development theory originating from management practice of student affairs has been gradually improved and spread across the world, along with the gradual development of American higher education. Student development theory demonstrates the education concept of "student-orientedness" and emphasizes students’ autonomous cognition, autonomous choice, self-control and self-improvement; while giving play to students’ individuality, it can realize the purpose of all-round development, in order to prompt students’ development, institutions of higher learning are required to cultivate students’ subject awareness, subject spirit, subject capability and individualized quality and regard students as "modern people with freedom and individuality".The "Center for Teaching&Learning" has become a powerful institution supporting learning and teaching in universities and colleges. Along with the constant promotion of learning and teaching center, its emphasis has shifted from focusing on teacher’s teaching to focusing on students’learning and social cognition. This center enhances the value of student-orientedness; its aim is to combine closely academic teaching, student-oriented learning and assessment coinciding with expected learning results, by creating high-quality learning environment, so as to realize high-quality learning. The fundamental value orientation of the "Center for Teaching&Learning" is providing service for students’learning and comprehensive support for students’ development. The content of this thesis is divided into four parts:Part one illustrated the research thinking of this thesis and specified the selection of research methods and research value, by reviewing domestic and foreign research on students’ development and "Center for Teaching&Learning".Part two systematically combed the development process of student development theory and summarized the connotation of student development; by reviewing the emerging and development process of "Center for Teaching&Learning", we can have a deep understanding of the learning and teaching theories implied in "Center for Teaching&Learning" and master the changes and latest trends in the value orientation of "Center for Teaching&Learning". Part three made case studies on the "Center for Teaching&Learning" in America’s Stanford University and Australia’s Macquarie University, to have a deep understanding of the student development concept, the supporting system enhancing students’ development and the organizational structure of the "learning&teaching centers" in research universities of developed countries, which indicate that the development purpose of foreign universities is centering on students’development.Part four analyzed the realistic problems existing in student development and the construction of "Center for Teaching&Learning" in domestic universities and colleges, by means of summing up the experience of the "Center for Teaching&Learning" in research universities of developed countries like America, Britain and Australia in promoting student development; on the basis of the value orientation of "Center for Teaching&Learning", the author proposed specific strategy for promoting student development.