英国大学本科研讨课教学模式的案例实证研究

• 영문명: A Case-Based Empirical Study on Seminar Teaching Models for Undergraduate Programs at British Universities
• 발행기관: YIXIN 출판사
• 저자명: Feng Xueqi Jin Haiyan
• 간행물 정보: 『Journal of Education and Teaching』Vol.3 No.4, 51~60쪽, 전체 10쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.04.30

국문 초록

This study focuses on the value of undergraduate seminars in UK universities. A comparative analysis was conducted across eight institutions, including the University of Oxford and the University of Warwick. The findings reveal that UK university seminars are characterized by well-aligned class hours that correspond with course module requirements, thereby facilitating both in-depth and comprehensive learning experiences. The teaching content delves extensively into specific topics or cutting-edge disciplines, effectively fostering professional thinking and innovation capabilities. The course cycle follows a flexible frequency model, which not only ensures systematic knowledge transmission but also adapts to students' cognitive patterns, ultimately enhancing learning outcomes. The assessment approach combines traditional academic methods with multidimensional evaluations, such as team collaboration, oral presentations, and practical projects, providing a holistic measure of students' overall qualities. Seminar leaders include academic authorities, industry elites, interdisciplinary researchers, and outstanding student representatives, creating a platform for diverse-perspective exchanges and enhancing academic vision and cross-disciplinary communication skills. These findings offer valuable insights for Chinese higher education, suggesting an increase in the proportion of seminars, the promotion of interdisciplinary seminars, the diversification of assessment methods, and the invitation of more experts to elevate educational quality.

영문 초록

本文聚焦于英国大学本科生研讨课的价值与意义，选取牛津大学、华威大学等8 所高校进行比较分析。研究发现，英国大学研讨课在课时安排上比例适配，精准匹配课程模块需求，兼顾学习深度与广度；教学内容垂直深化，围绕特定议题或学科前沿展开，有效培养专业思维与创新能力；课程周期采用弹性频率模式，既保证知识传授系统性，又通过灵活调整频率适应学生认知规律，提升学习效果；考核评估方式融合创新，结合传统学术考核与团队协作、口头表达、实践项目等多维度评价，全面衡量学生综合素养；主讲人构成多元视角矩阵，涵盖学术权威、业界精英、跨学科研究者及优秀学生代表，搭建多维度思维碰撞平台，拓展学术视野与跨界交流能力。本研究为我国高等教育提供启示，建议增加研讨课比重，推动跨学科研讨课开设，丰富考核方式，并邀请更多领域专家参与，以提升高等教育质量与水平。

목차

Ⅰ. 引言

Ⅱ. 研讨课概述

Ⅲ. 研讨课的相关研究

Ⅳ. 研讨课程的案例分析

Ⅴ. 研究发现

Ⅵ. 结语

키워드

UK universities Undergraduate seminars Critical thinking Diversity 英国大学 本科研讨课 批判性思维 多元化