Discipline-led Exploration of a Comprehensive Nurturing Training Model for Architecture Graduate Students
CSTR:
Author:
Affiliation:

Faculty of Architecture and Urban Planning Chongqing University

Clc Number:

G642.0???

Fund Project:

Chongqing Graduate Education and Teaching Reform Research Major Project: Exploration and Practice of Architecture Graduate Student Cultivation Mode Based on the Trinity of "Discipline Leadership, Moral and Intellectual Training, and Comprehensive Education" (yjg221001); Chongqing Graduate Education and Teaching Reform Research Major Project: Study on the Quality Assessment System and Standards of Graduate Student Cultivation of Professional Degrees in First-class Universities - Taking Architecture as an Example (yjg191004) Research on the System and Criteria of Professional Degree Graduate Student Cultivation Quality Evaluation in First-class Universities: Taking Architecture as an Example (yjg191004).

  • Article
  • | |
  • Metrics
  • |
  • Reference [24]
  • | |
  • Cited by
  • | |
  • Comments
    Abstract:

    At present, domestic universities and colleges of architecture graduate training mode has formed its own characteristics in the school ideology, curriculum mode, support system, etc., and established an innovative and sustainable personnel training mode. However, in the practice of moral and intellectual integration education in colleges and universities, part of the moral and intellectual education has not yet got rid of the influence of the thinking of "utilitarian teaching", the pursuit of short-term benefits, the tendency of utilitarianism is more obvious, and it deviates from the fundamental purpose of postgraduate education to build up people with moral character. Therefore, based on the understanding of the role of the concept of comprehensive education in postgraduate training, we have constructed an architectural postgraduate training model based on the postgraduate teaching and training program with the development of disciplines as the leader, the cultivation of virtue and wisdom as the way, and the three-pronged education as the core method, and we have carried out discussions on the construction of the curriculum system, the path of teachers, the tutor's education mode and the guarantee system to promote the construction of the characteristic architectural postgraduate training model. It is of great practical significance to cultivate comprehensive talents with moral and intellectual cultivation.

    Reference
    [1] 习近平在全国教育大会上强调坚持中国特色社会主义教育发展道路培养德智体美劳全面发展的社会主义建设者和接班人[N].人民日报,2018-9-11.
    [2] 陈妍,朱颖,蒋博雅.基于职业导向的建筑类专业学位研究生实践教学探讨[J].高等建筑教育,2023,32(04):70-76.
    [3] 李锋亮,孟雅琴.建设高质量的专业学位研究生教育体系[J].研究生教育研究,2023(02):1-6.
    [4] 赵燕凌,王君慧,薄晓明等.研究生学术创新能力的生成机制及培养模式研究[J].教育理论与实践,2022,42(33):8-11.
    [5] 苏媛,于辉,祝培生.科研资源转化课堂内容的研究生教学改革与实践[J].中国建筑教育,2020(01):79-85.
    [6] 王海燕.高等院校公共课教师的职业倦怠现状探析[J].教育与职业,2009,(09):67-68.
    [7] 薛宝林,张旭.试论供求规律在高校思想政治教育中的运用[J].教育探索,2006,(12):95-96.
    [8] 汪旭晖,李晶.一流学科群引领的产教深度融合机制与路径研究[J].江苏高教,2020(07):62-70.
    [9] 黄现青,乔明武,赵秋艳等.基于学科引领产教融合新工科背景下食品专业育人模式探索与实践[J].高教学刊,2021,7(13):160-164.
    [10] 张倩,Rattapon Incharroen.德智并重的国际物流课程思政改革与探索[J].产业与科技论坛,2022,21(15):205-207.
    [11] 韩进.以“三全育人”改革推动高校立德树人开新局增实效[J].思想政治工作研究,2020,(10):20-22.
    [12] 冯刚.新时代高校“三全育人”的理论蕴含与深化路径[J].厦门大学学报(哲学社会科学版),2023,73(01):1-8.
    [13] 习近平出席全国高校思想政治工作会议并发表重要讲话[N].人民日报,2016-12-08(1).
    [14] 季景玉,祝鸿,孙传良等.构建“三全育人”工作体系 促进研究生全面发展[J].药学教育,2016,32(03):45-47+63.
    [15] 张亮,廖昀喆.我国研究生课程思政建设的形势、问题与对策——基于南京大学的思考与实践[J].社会科学家,2021,(04):150-154.
    [16] 燕连福,温海霞.高校各类课程与思政课同向同行育人的问题及对策[J].高校辅导员,2017,(04):13-19.
    [17] 刘丹.高校教师岗前培训定位与提高实效[J].教育评论,2011,(06):57-59.
    [18] 王昭,廖衡.高校班主任的角色困境与应对策略论析——基于与辅导员的比较视角[J].湖北社会科学,2016,(03):174-177.
    [19] 杨涛,黄斌.“社会调查+思政教育”协同育人实践教学模式构建的四重逻辑[J].西安财经大学学报,2022,35(04):15-25.
    [20] 郑卫荣.“首要责任人”视角下的研究生导师德育工作探索[J].学位与研究生教育,2015,(02):45-51.
    [21] 覃鑫渊,任少波.德育共同体:建构导学关系的新视野[J].学位与研究生教育,2021,(09):67-72.
    [22] 张晨睿.新时代高校思想政治理论课教学科研团队建设现状与优化策略[J].河南理工大学学报(社会科学版),2023,24(03):1-8.
    [23] 杨青青.高校教师入职培训的现实困境与消解路径——基于2019年湖北省高校新入职教师“国培示范”项目的调查分析[J].高等继续教育学报,2020,33(06):33-40.
    [24] 易铭.加快内涵式发展 增强马克思主义理论学科引领作用——访佳木斯大学马克思主义学院院长吕翠薇[J].奋斗,2022(12):59-61.
    Related
    Cited by
    Comments
    Comments
    分享到微博
    Submit
Get Citation
Share
Article Metrics
  • Abstract:131
  • PDF: 0
  • HTML: 0
  • Cited by: 0
History
  • Received:June 20,2024
  • Revised:July 04,2024
  • Adopted:September 14,2024
Article QR Code