دانلود رایگان ترجمه مقاله مبانی و تاثیر انتخاب برنامه درسی دانشجویان ایالات متحده آمریکا – الزویر 2018
دانلود رایگان مقاله انگلیسی اصلاحات آموزش عالی ایالات متحده: ریشه ها و تاثیر انتخاب برنامه درسی دانشجویان به همراه ترجمه فارسی
عنوان فارسی مقاله: | اصلاحات آموزش عالی ایالات متحده: ریشه ها و تاثیر انتخاب برنامه درسی دانشجویان |
عنوان انگلیسی مقاله: | U.S. higher education reform: Origins and impact of student curricular choice |
رشته های مرتبط: | علوم تربیتی، مدیریت و برنامه ریزی آموزشی |
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نشریه | الزویر – Elsevier |
کد محصول | F525 |
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بخشی از ترجمه فارسی مقاله: 1. اصلاحات آموزش عالی ایالات متحده: ریشه ها و تاثیر انتخاب برنامه درسی دانشجویان |
بخشی از مقاله انگلیسی: 1. U.S. higher education reform: Origins and impact of student curricular choice In the current milieu of constrained resources and “efficiency” discourse that pervade higher education in the United States, investments in diverse course and degree offerings have been questioned by external observers, administrators, faculty, and students. From a historical perspective, this paper focuses on the elective system and its importance in the U.S. undergraduate curriculum, beginning with the 19th century forward. Created to combat the crises of severely declining enrollment numbers as well as declining student academic achievement, the system of providing undergraduate electives to fulfill degree requirements provided a timely solution when it was proposed in the mid-1800′s. Despite resistance from several colleagues at other colleges and universities, Harvard’s Charles William Eliot faced the daunting task of defending the introduction of the elective system while assuring opponents it would improve the quality of the curriculum and student learning. Ultimately, Eliot’s leadership in revising Harvard’s curriculum would alter the nature of U.S. higher education curriculum and the elective system permeates present day U.S. undergraduate requirements. 2. Origins of the elective idea The following discussion of Eliot’s elective system offers a historical context for the current discussions about the value of diverse curricular offerings. This analysis revealed the introduction of the elective system into higher education was one of the most monumental transformations in higher education in the U.S. (James, 1930; Wagner, 1950; Rudolph, 1990; Thelin, 2011). The elective system was not a new concept to colleges when Eliot took office in 1869: George Ticknor, Eliot’s uncle, had introduced the idea of electives in 1825 (Gaff et al., 1997; Hawkins, 1966; Kuehnemann, 1909). Ralph Waldo Emerson, also a major supporter of the elective system, “directed his criticism at the rigidity of the curriculum” (Carpenter, 1951, p. 15) and condemned “our scholastic devotion to the dead languages” (Emerson, 1844, pp. 258–259). Inspired by Ticknor and Emerson, Eliot determined to introduce a more thorough reform of the earlier elective system, giving students the freedom to choose courses, while affording students opportunities to achieve academic distinction and the opportunity to be responsible, self-governing individuals (Eliot, 1885). With the support of Daniel C. Gilman, president of Johns Hopkins University, who shared his views on the elective system, Eliot (1869) set the wheels in motion in his inaugural address: The civilization of a people may be inferred from the variety of its tools. There are thousands of years between the stone hatchet and the machine-shop. As tools multiply, each is more ingeniously adapted to its own exclusive purpose. So with the men that make the State. For the individual, concentration, and the highest development of his own peculiar faculty, is the only prudence. But for the State, it is variety, not uniformity, of intellectual product, which is needful. These principles are the justification of the system of elective studies which has been gradually developed in this College during the past twenty years… (p.40) The elective system fosters scholarship, because it gives free play to natural preferences and inborn aptitudes, makes possible enthusiasm for a chosen work, relieves the professor and the ardent disciple of the presence of a body of students who are compelled to an unwelcome task, and enlarges instruction by substituting many and various lessons given to small, lively classes, for a few lessons many times repeated to different sections of a numerous class. The College therefore proposes to persevere in its efforts to establish, improve, and extend the elective system… (p.41-42). |