三要加强通识课程实施的制度保障。
And thirdly they should estalish some institutions to guarantee the quality of general education.
专业课程与通识课程的关系反映了两种文化观念的冲突。
The conflict between the two cultural ideas makes the background of the relationship between the special and the general course.
目前中国的大学通识课程薄弱是大学文化缺失的原因之一。
The weak general-knowledge courses offered at Chinese universities at present have resulted in a lack of college culture.
然而，目前我国大学的通识课程仍存在着设置不合理和质量不高的问题。
However, general education curriculum in our country still has problems in its setup and quality.
应建议实行有限制的学分制、有指导的选课，并期望开设与专业相关的通识课程。
We recommend to adopt conditioned credit system and signing up for the course under guidance and hope to set up the specialty-related general education courses.
实践教学平台学分计算为：表四中教学实践、教学实习与通识课程中实践学分之和。
Practice Teaching Platform Credits: The sum of Practice Credits About Teaching Practicing, Teaching Practice and General Courses Platform in form IV.
通过对哈佛大学核心课程设计的研究，总结其对我国高等学校通识课程设计的启示。
This thesis tries to sum up the inspiration towards general curriculum design in our countrys university by studying core curriculum design in Harvard university.
说明：实践教学平台学分计算为：表四中教学实践、教学实习与通识课程中实践学分之和。
Note: Practice Teaching Platform Credits: The sum of Practice Credits About Teaching Practicing, Teaching Practice and General Courses Platform in form IV.
说明：实践教学平台学分计算为：表四中教学实践、教学实习与通识课程中实践学分之和。
Note: Practice Teaching Platform Credits: the sum of Practice Credits, Teaching Practice and General Courses Platform in form IV.
说明：实践教学平台学分计算为：表四中教学实践、教学实习与通识课程中实践学分之和。
Note: Practice Teaching Platform Credits: The sum of Practice Credits, Teaching Practicing Credits and Practicing Credits in General Courses Platform in form IV.
美国大学的通识课程，往往是“五年一大改，三年一小改”，到今天为止已日趋成熟，有许多好的方面值得我们借鉴。
American University's general education curriculum, is often "a major change five years, three years a small change", to date has matured, there are many good and worth learning.
学生必须修满教学计划培养方案规定的180学分方能毕业。其中通识课程53 学分，其中必修41 学分，选修12 学分；
Students must accumulate 180 credits of teaching program before graduation. 53 core courses with credits, of which 41 required credits and 12 elective credits;
现在大学课程的重点是实用和功利，而不是通识教育或个人发展。
The emphasis of university programs today is now on the practical and the utilitarian, rather than on a general education or on personal development.
在设置高职通识教育课程时，“适切性”、“历史性”、“民族性”与“国际性”等是要注意的原则。
In setting up general education curriculum for higher vocational education, the principles of relevance, historicity, nationality and internationality should be given attention.
第三部分主要阐述了当前美国几所代表性研究型大学通识教育课程的实施类型与内容。
The third mainly elaborates some implementing types and contents of several current American representative research universities' general education curriculum.
根据审计报告，学校并未核实学生完成通识教育课程，没有完成学分的学生也被授予了学位。
According to the audit results, the school did not verify students were completing general education classes and degrees were awarded with out sufficient credits completed.
根据审计报告，学校并未核实学生完成通识教育课程，没有完成学分的学生也被授予了学位。
According to the audit results, the school did not verify students were completing general education classes and DE GREes were awarded with out sufficient credits completed.
本文论述创造学基础课程在培养通识性高级专门人才中的基本定位、内容体系及教学策略。
This paper states the basic orientation, the content system, and the teaching tactic of the course in culturing advanced general specialists.
我们也可以自由选择一些课程，来达到通识教育的要求，但可选的范围窄得多。
We had some choices among courses that met those requirements, but they were rather narrow.
在此基础上，对MIT的通识教育课程设置作了详尽分析。
Then the course set-up of general education in MIT is analysised in detail.
本文就高等师范院校开设通识性跨学科类课程的理念、设置结构及其实施方式等问题进行了探讨。
This paper discussed the conception, construction and implement of setting up the inter-disciplinary courses of general education at teachers universities.
然而，目前我国大学的通识教育课程仍存在着设置不合理和质量不高的问题，学生和教师在对待通识教育课程上还存有一定的偏见。
However, there exist problems in the general education course in our universities. For example, the structure of curriculum is not reasonable and the quantity is expected to be improved.
文章分析了我国通识教育人文社会课程的现状并对其优化提出思考与建议。
This paper analyzes the current situation of humanities social courses of general education in China and put forward some reflections and Suggestions to its optimization.
设计了由共同必修、指导选修、任意选修三个部分组成的大学通识教育课程体系。
General education curriculum structure consists three parts: common and required, guiding elective, arbitrary elective courses.
直至现在美国各大学都普遍开设通识教育课程。
In the us various universities generally open general education curriculums until present.
科南特时期，通识教育与专业教育在大学课程设置中平分秋色。
The Conant time, general education and professional education in the college course establishes shares half and half.
每种教育理念都有其各自的优缺点，通识教育课程在设置时综合考虑以上四种教育理念。
Each kind of education idea has its respective good and bad points, when general education curriculums design overall evaluation above four kind of education idea.
美国大学的通识教育课程经由不断的改造和发铺，已经到达了比拟成熟的阶段。
General education curriculum, as the main way of general education, should get the people enough attention and study.
美国大学的通识教育课程经由不断的改造和发铺，已经到达了比拟成熟的阶段。
General education curriculum, as the main way of general education, should get the people enough attention and study.
应用推荐