An Empirical Study On Teachers' And Students' Evaluation Of The Current Situation Of The Application-oriented Undergraduate Education Curriculum

With the popularization of higher education,academic higher education,application-oriented higher education and higher vocational education are the three basic kinds of higher education based on the current educational classification in China.As an important component in higher education system,well-developed applied-oriented higher education has become one of the important goals of its reform in order to cultivate highlycompetitive and applied talents.Curriculum is an important way to achieve this goal.In this study,Taylor's curriculum theory and Professor Pan Maoyuan's applied undergraduate curriculum theory as the theoretical basis,both the two theories are divided into four dimensions: The curriculum objective,curriculum content,curriculum implementation and curriculum evaluation.Under the guidance of the theory,the researcher has developed the application-oriented undergraduate curriculum questionnaire,which has two versions: the teacher questionnaire and the student questionnaire.The validity of the questionnaires were improved through pre-investigation and cognitive interview.Taking the Scholl of Mechanical Engineering in Shanghai S University as an example,mixed research method was conducted in this study.Firstly,it collects and analyzes the perceptions and evaluations of the existing curriculums from the faculty and students through two questionnaires respectively,along with the text data and qualitative interview data,the evaluation of teachers and students of the current application-oriented undergraduate education curriculum was collected.The main findings are as follows:First of all,the curriculum evaluation of teachers and students:1.The difference between the evaluation of teachers and students in four curricular dimensions is not significant;2.The scores of teachers and students in the comparable secondary dimensions are very close;3.The overall curricular satisfaction sores of teachers and students on the four dimensions are very close;4.There are some differences occur in the evaluation of the different experienced or types of teachers and students of the curriculum.Second,the differences between teachers and students,1.Based on the mean point,the teachers' scores are mostly higher than the students' score,but the differences are not significant.2.According to the dependent T-test results: On the one hand,there is no significant difference between teachers and students of the overall curricular satisfaction in the four dimensions;on the other hand,there is no significant difference between teachers and students in the secondary dimensions that can be compared.Finally,based on the findings of the study,there are three dimensions — students,teachers and management,four dimensions — curriculum objective,curriculum content,curriculum implementation and curriculum evaluation,and put forward feasible suggestions respectively for the improvement of current application-oriented curriculum.