The Exploration of "Double Tutorial System" In the Practice Teaching of Local Application Oriented Undergraduate Education

DOI

10.2991/msetasse-16.2016.325How to use a DOI?

Keywords

Double Tutorial System; application-oriented universities; practice teaching

Abstract

The report of the 18th CPC National Congress has put forward: education is the cornerstone of China's national rejuvenation and social progress. In recent years, higher education has stepped into the stage of popularized education. In the case of limited educational resources, the need to explore the full implementation of quality education and the cultivation of students' innovative ability has become increasingly prominent. "Tutorial system" talent training mode for undergraduates accords with educational philosophy of quality education and individualized teaching, and it has important significance to cultivate pioneering and innovative talents. Aiming at the problems in "double tutorial system" implementation of the local application-oriented universities, setting the actual situation of Beihua University undergraduate tutorial system as the research object, learning the experience and lessons from the implementation of undergraduate tutorial system of colleges and universities at home and abroad, this paper carries out an analysis and study of the undergraduate "double tutors" practice teaching effects.

Copyright

© 2016, 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  - Fan-Gang Meng
AU  - Kai Wang
PY  - 2016/11
DA  - 2016/11
TI  - The Exploration of "Double Tutorial System" In the Practice Teaching of Local Application Oriented Undergraduate Education
BT  - Proceedings of the 2016 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics (msetasse-16)
PB  - Atlantis Press
SP  - 1513
EP  - 1517
SN  - 2352-5398
UR  - https://doi.org/10.2991/msetasse-16.2016.325
DO  - 10.2991/msetasse-16.2016.325
ID  - Meng2016/11
ER  -