Comparison And References Of Quality-oriented University Education In China And America

In the 21 st century, promoting quality-oriented education is of colossal significance for higher education which must acclimate to social pursuit of scientific and technological knowledge and skills. Teaching reform needs to be deepened, and teaching quality needs to be improved so as to cultivate high-quality talents in various fields at different levels of expertise. In this sense, quality-oriented education is geared to the future, to the need of further reform and development of Chinese higher education, of social and economic development, of scientific and cultural development, of socialist modernization. Chinese higher education is commissioned with the important task entrusted by modern society. The cultivation of overall talents not only enables university students to master necessary knowledge but endeavors to improve their scientific attitude and humanities. Only by implementing quality-oriented education and cultivating high-quality innovative talents can we rise to the challenges in the new century. However, according to the spot investigation, the quality-oriented university education has multiple problems in the implementation process. The results are not as good as anticipated. Consequently, it is of particular importance to reform quality-oriented university education.A comparative study on quality-oriented university education, adopting literature study, theoretical analysis, comparative method and so on, is made between China and the US in this thesis. First of all, Chapter 1 mainly elaborates on the purpose and significance of the study. Chapter 2 introduces quality-oriented university education and summarizes the development of quality-oriented university education in China and the US. Chapter 3 analyzes and compares the quality-oriented university education in China and the US from four perspectives, i.e., ideological and moral quality, cultural quality, professional quality, physical and mental quality. Chapter 4 identifies some problems in the quality-oriented university education in our country and draws effective inspirations from quality-oriented education in the US. Then, the thesis puts forward some suggestions on the reform of domestic quality-oriented university education. First, the “quaternity” mode that combines school, family, society and self-education is applied to cultivate among university students. Second, university system reform brooks no delay. A series of systems should be established, such as the mechanism emphasizes cultural quality, controls the scale of student enrollment and ensures physical and mental education as well as sustainability guarantee mechanism. Third, it should catch up and balanced develop the cultural courses, practical courses, mental and physical cultivation courses when we strongly advocated to improve the ideological and moral courses in the construction of university courses. Fourth, it expounds the teachers’ decisive role from the transformation of teachers’ roles and the guarantee of teachers’ rights and interests.In the 21 st century, the enhancement of quality-oriented education is an important aspect in the cultivation of talents. The quality-oriented university education in the US is of important references to quality-oriented university education in China. The quality-oriented university education in the US which cultivates the talents with comprehensive capabilities shares much in common with the quality-oriented education in our country. In terms of system reform, course construction and other aspects, it provides effective implications for the implementation of quality-oriented university education in our nation and facilitates the development of domestic quality-oriented university education to a new stage.