A Study On The Changes In My Country's Undergraduate Education Reform Policy Since Enrollment Expansion

The reform of undergraduate education in China has never stopped since the expansion of enrollment,and there are obvious policy-driven characteristics behind each reform.However,the paradox between policy and reform always exists,and previous researches lack of attention to the internal logic of policy related to China's undergraduate education reform.In order to understand the “what—how—why—the impact of reform and subsequent trends ”in China's undergraduate education reform since the expansion of enrollment,this study uses policy changes as the starting point,and mainly uses historical research methods and text analysis methods to analyze the 209 educational policy texts promulgated at the national level that are closely related to the undergraduate education reform since the expansion in different dimensions.First of all,through synchronic fact analysis,it is found that since the expansion of enrollment,the policy texts that issued by China's government for undergraduate education reform:(1)In terms of form,the number is gradual and explosive;the main body of the papers presents the trend of diversification and integration;the text form type is single and has strong regulation.(2)In terms of content,the specialty construction shows a strong tendency of planning and outstanding results;the curriculum reform has changed from the single development and sharing of high quality teaching resources to comprehensive reform;the teaching reform lays more and more emphasis on the fine teaching infrastructure,and the diversified main body and practicality of talent training model;the construction of teaching materials highlights the student-oriented;in the course of teaching evaluation,the autonomy of colleges and universities is strengthened,the evaluation burden is gradually reduced,the evaluation efficiency is increased,the development of the teaching subject and the diversification of the talent training subject are constantly highlighted.(3)Policy tools are dominated by commands and advice,with fewer system changes and capacity building;commands and advice are never interrupted;the use of incentives and system changes is gradual and explosive,and the use of capacity building tools is significantly intermittent.Secondly,the results of diachronic value orientation and motivation analysis show that since the enrollment expansion,China's undergraduate education reform has experienced three development stages: from expanding the scale and improving the quality(1999-2006),to project leading and improving the quality(2007-2017),and then to building first-class undergraduate education(2018 to now).During the period,the value pursuit changed from the utilitarianism orientation in the first stage,which gave priority to cultivating people's social adaptability and efficiency,to the integration of utilitarianism and rationalism in the second stage,emphasizing that talent cultivation boosts innovation-driven and connotative development.Then to the third stage,giving priority to benefit,attaching importance to the ability construction of talent cultivation in colleges and universities,with emphasizing instrumentalism and the long-term effect of reform.Under the influence of the state-centered theory,the policy changes of China's undergraduate education reform since the expansion of enrollment belong to the conventional policy changes.Finally,through normative analysis,it is found that although a constantly improved talent training system has been formed since the expansion of undergraduate education reform in China,but owing to the tendency of reforms to be too haste,the path dependence of planned education,and the lack of autonomy of universities have led to the fuzzy concept of “first-class undergraduate education” in the construction of Chinese first-class undergraduate education,the lack of rigor of related plans,the overlapping of reform policies,the lack of coherence of reforms,and the continuity of policies that need to be improved.In the future,changing the role of government management,giving full play to the autonomy of universities,and establishing a professional learning community for undergraduate education reform are effective ways to solve the above problems and promote the construction of first-class undergraduate education.