Study On The Curriculum Reform In The Course Of Transformation From Newly-Constructed Comprehensive Undergraduate Colleges Into Applied-Technology Colleges

With the popularity-oriented development of higher education in China, many colleges and universities have been enlisted in the catalogue of undergraduate education. However, the consequence of the popularity-oriented education is that many undergraduates are facing the issue of unemployment, to the contrary to which many employers, which are in need of technical talents, are facing “labor shortage”under current economic market in China. A transformation to undergraduate education of application technologies in newly-constructed comprehensive undergraduate colleges and universities is required to solve the structural conflicts between talent cultivation in colleges and universities and talent demand in the market.The purpose of the transformation is to cultivate socially applicable talents, which cannot be realized without curricular reform.Taking the transformation to undergraduate education of application technologies in newly-constructed comprehensive undergraduate colleges and universities as an opportunity, traditional academic education and application technology-oriented education are compared in this paper to highlight characteristics of application technology-oriented education, to find out requirements of curriculum reform during the transformation, to analyze existing problems in current curriculum system and to present corresponding measures and strategies, therefore realizing the teaching objectives of application technology-oriented undergraduate education.For the study on curriculum reform in this paper, curriculum aspects, including objectives, contents, designs, implementations and evaluations, are analyzed to study the whole curriculum system.Firstly, the differences of curriculum systems between academic and application technology-oriented undergraduate educations are compared, defining that the curriculum system of academic undergraduate education is centered on cultivating research-oriented talents with abundant theoretical knowledge and scientific research ability, while application technology-oriented undergraduate education is centered on cultivating technical talents with specific professional knowledge and practical ability;the differences of cultivation objectives result in large differences concerning curriculum contents, designs, implementations and evaluations between the two.Secondly, although some colleges and universities are implementing application technology-oriented undergraduate education, they are influenced by traditional academic education. Therefore, there are some problems existing in current curriculum system, including curriculum objectives responding behind social needs without showing characteristics of application-oriented education, curriculum contents, with single value orientation, having their selections be influenced and showing issues concerning content allocations, curriculum design orientations being unclear and design capacities remaining to be improved, teaching methods remaining to be improved and having poor integration between theoretical and practical teachings, evaluation mode being single without highlighting characteristics of application, and others.Lastly, aiming at existing problems in the curriculum system of application technology-oriented undergraduate education, solutions for the transformation are explored. The mechanism of curriculum system reform is firstly discussed from the general environment of application-oriented education; solutions under this scope cover establishing a mechanism for structural development from horizontal and longitudinal aspects, establishing a mechanism for characteristic development from aspects of discipline classification and professional cultivation, and establishing a mechanism for cooperation from cooperative institutions and functions. Solutions are then discussed from the perspective of application ability-centered curriculum system reform, concerning curriculum objectives with timely responding to social needs and highlights on characteristics of application-oriented education, allocations of curriculum contents with reasonability, curriculum designs with their connotations and enhanced leadership skills, curriculum implementations with enhanced applicability and effectiveness of teachings, and curriculum evaluations with multiple element-based assessments by integrating characteristics of application technologies.The author hopes to present some useful recommendations for the application technology-oriented curriculum reform in newly-constructed comprehensiveundergraduate colleges and universities. During the research process, related data was searched, some successful cases concerning application-oriented education in foreign countries were referred, and teaching processes of some application technology-oriented undergraduate colleges and universities in China are investigated in this paper to present relative countermeasures for the curriculum reform on the basis of comparison. Found problems and presented solutions are not comprehensive out of my limited ability, and further studies and researches are required.