Research on the Curriculum Group Construction of Public Administration Major in Universities Based on the Investigative Teaching

DOI

10.2991/iceemr-18.2018.123How to use a DOI?

Keywords

public administration major, investigative teaching, curriculum group construction

Abstract

This paper attempts to find solutions to break through the dilemma in which investigative teaching in universities based on single course might hinder the reforms of curriculum group construction of public administration. We studied teaching theories and analyzed difficulties in group construction of public administration such as the lack of same standard can hardly prove the curriculum relevance, the organization of teaching process lacks simplified arrangement, the allocation of teaching resource lacks pertinence, the calculation of teaching loads lacks accurateness and fairness. Finally, we demonstrate that reforming traditional curriculum setting mode and undertaking construction of the great curriculum, integrating curriculum content and compiling school-based textbook, establishing team-teaching system and adopting two lecturers or multi-lecturer mode, strengthening scientific research as a mean to improve teaching and building research-based teaching group can achieve the aim of curriculum group construction. The innovation in this paper is the concept of curriculum group construction based on investigative teaching.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Yu Zhang
AU  - Yunyu Fan
AU  - Weizhong Liu
PY  - 2018/06
DA  - 2018/06
TI  - Research on the Curriculum Group Construction of Public Administration Major in Universities Based on the Investigative Teaching
BT  - Proceedings of the 2018 2nd International Conference on Education, Economics and Management Research (ICEEMR 2018)
PB  - Atlantis Press
SP  - 517
EP  - 521
SN  - 2352-5398
UR  - https://doi.org/10.2991/iceemr-18.2018.123
DO  - 10.2991/iceemr-18.2018.123
ID  - Zhang2018/06
ER  -