1、1Reconsideration on the problem of transforming the University Talent Caltivation ModeAbstract. The reform of the University Talent Cultivation Mode in China has been discussed for a long time,however,the University Talent Cultivation Mode in China can hardly reaches the desired result.The reasons a
2、re listed as follows: institutions of higher learning always pay more attention to the micro-management while pay less attention to shaping the macro long-term goal; they pay more attention to the uniform standards while pay less attention to implementing teachers different teaching styles;they pay
3、more attention to the knowledge inheriting while pay less attention to the irrigation of moral cultivation.Therefore, the goal of management must be strengthen on the transformation of the Talent Cultivation Mode and learning campus culture should be created to adapt to the transformation of the Tal
4、ent Cultivation Mode.To value the Talent Cultivation Mode and the connotation of moral education of secondary school students. So as to fully realize the reform of Talent Cultivation Mode in institutions of higher learning and cultivate the new integrated-developed talents who can adapt to the envir
5、onmental demands of informative society. 2Key words: University, Education Cultivation, Talent-Mode 1. Introduction Human society has entered the information age, continuous reform has become the important feature of this era.The continuous society reform comes up with a severe challenge on our coun
6、trys higher education.Institutions of higher learning are required to cultivate talents who can adapt to the continuous transformation of the environment and keep up the motivation of study and take in and create new knowledge.The continuous transformation education not only requires new takents who
7、 have a new concept of knowledge,new educational content and teaching methods, it is more important to shape a whole new cultivatuion method which fits in the demands of Talent Cultivation Mode.Therefore, we need to reconsider the meaning of the Talent Cultivation Mode in institutions of higher lear
8、ning and reflect the problems that exist universally nowadays and consititude and motivate the excellent achievement of Talent Cultivation Mode in institutions of higher learning1. 2. The formation and transformation of the Talent Cultivation Mode in institutions of higher learning Talent Cultivatio
9、n Mode means under the theoretical 3guidance of education mind and refers to the schools orientation for cultivating the students knowledge capacity and quality structure. In order to achieve the goal of organizational form and running method. Exactly, it embodies the combination of cultivation aim,
10、 education system, teaching process and other important elements in Talent Cultivation Mode. It is a method of education, a standard construction style or running method. It is essentially the study of laws on teaching operation. It is provided by the school for students knowledge construction, abil
11、ity, quality structure and the fundamental way to achieve this construction. It can be said that when the ancient people began education activities on talent cultivation, there appeared Talent Cultivation Mode in different ways. From original inspiration from family groups to the apprenticeship of t
12、rained craftsman and the later emergence of talent cultivation institutions, they all refer to the problem of Talent Cultivation Mode. In some way, teachers are the original experts who cultivate talents. According to the certain teaching activity area, people expect that teachers can teach students
13、 knowledge, ability, attitude, virtue and belief. This drives teachers to reflect on the ways to achieve these objectives. And judge students character, personal quality, 4knowledge, interest, and study capacity. And form teaching plan according to the specific Talent Cultivation Mode. In order to p
14、ut teaching plan into practise, they need to find out how students react to their teaching. Teachers experience success and failure during this process and seek the reasons for understanding success or failure. Therefore, these education activities based on Talent Cultivation Mode indicate an intell
15、ectual or self-reflective process. It depends on the assumptions of the relationship between the results and methods as well as on the understanding of the fixed station. From the reflection on the views or opinions of talent cultivation, it can be called the theory of Talent Cultivation Mode in bro
16、 personnel training mode theory can be called in the broadest sense Talent Cultivation Mode in our country has gone through different historical stages in development. During the early 1950s liberation, it is stressed that students get a full knowledge of basic knowledge and focus on students skill
17、cultivation. The amount of knowledge and level of skill is the main indicators of measurement. It stresses knowledge-based Talent Cultivation Mode; in the late 1950s, it technically aims at cultivating talents and puts emphasis on students 5adaptation to various sectors of society sector counterpart
18、s. It belongs to a specialized type of the Talent Cultivation Mode. With the reform and opening up and the abrupt change of the social development needs. Universities tend to cultivate students intellectual development and capacity cultivation. They cooperate with international institutions, put mor
19、e emphasis on technological quality and cultural accomplishment. The cultivation mode combined with wide calibre and research appears gradually and evolved into the knowledge-based Talent Cultivation Mode. Combination training mode also appears gradually, slowly evolved into a knowledgeability of pe
20、rsonnel training mode. From 1990s, with the development of national social economy. Students are required to have an overall development of knowledgeability quality. The whole country began to advocate the harmonious development of the intellectual factors and non-intellectual factors. Promote the c
21、ultivation of students innovative ability, Talent Cultivation Mode based on knowledge and ability qualities began to form. However, the current University Talent Cultivation Mode still has many irreconcilable internal contradictions with the goal of education reform in our country. Just as the core
22、problem of education reform in western countries which is disclosed by the 6famous “Coleman Report” in the middle period of last century. The middle of the last century. This report pointed out that the Talent Cultivation Mode in Western schools did not play an important role in deciding students ac
23、ademic achievements. That is to say, the education reform of the Talent Cultivation Mode among institutions of higher learning in western countries is inefficient. We can even say that the institutions of higher learning are suffering from a fruitless battle. 2Therefore, the well-known educator Mike
24、 Fran thought that since the 1960s, Western education reform makes little success. Mikes sadness also afflict the higher education world in China. Actually, many of our education managers will always reflect like this: Whenever we put forward the concept of Talent Cultivation Mode, no one else has e
25、ver said do not agree, but when mentioned to the practice area of talent-cultivation in higher education , why the concept of Talent Cultivation Mode can be implemented? One of an important reasons is that the new concept of education reform advocated by us has a fierce conflict with current Univers
26、ity Talent Cultivation Mode. When faced with various new concepts, schools clinging to the traditional Talent Cultivation Mode will always go on traditional education mode, or else, the schools development 7will be likely to be faced with difficulties. The reform of the Talent Cultivation Mode is ac
27、tually the optimal teaching of discovering and achieving the goal of talent-cultivation and the process of organizing education. 3Among these, the transformation of education ideas is the pilot of the reform of Talent Cultivation Mode. The concept of education in the Talent Cultivation Mode contains
28、 a rational understanding of the phenomenon of higher education by the community .And with its the understanding of the basic quality requirements. It has influence on the behaviour of University Talent Cultivation. It fundamentally determines peoples attitudes towards the reform of Talent-Cultivati
29、on and the intensity as well as the direction of support and investment ; It is not until the educational policy of the party and our country truly turns into the Talent Cultivation Mode in peoples minds that the educational practice of the Talent Cultivation Mode can be better guided. And only real
30、ly translated as a training model concept in peoples minds, to more effectively guide the personnel training of educational practice. Therefore, in order to make the Talent Cultivation Mode effective, peoples educational minds should be thoroughly transformed. They should get rid of the shackles of
31、the 8backward talent-cultivation conception, firmly form a new talent-cultivation concept which is adapted to the development of modern information society. 3. The main factors affecting the reform of the University Talent Cultivation Mode Since 1980s, educational world has discussed widely about ou
32、r countrys University Talent Cultivation Mode .According to the discussion, some major problems still existing in the Talent Cultivation Mode have been listed: (1) With regard to the concept of the talent cultivation, influenced by the exam-oriented education, more importance has been attached to th
33、e sociality of the talents , but less to the their personality and individual needs. Stress more on the inheritance of traditional culture and knowledge, but less on the shape of the creativity. Accustomed to spoon-feeding teaching and lack of guidance make students inherit more and create less. Und
34、er the impact of the concept, University Talent Cultivation Mode has become a ReificationTalent Cultivation Mode. (2) The limitation of the Talent Cultivation Mode: Put more emphasis on professional education but less on quality education; More on science but less on humanistic. Valuing professional
35、 counterparts , knowledge and skill narrows students specialists and their abilities of comprehensive analysis and 9practise are not well developed.(3) Concerning the system of the Talent Cultivation, the point system that is implemented by universities is not perfect. The points and courses student
36、s can choose is very limited. Proportion of compulsory courses are too high for students to jump out of the professional framework and shackles of school years , and their active development is not so free.(4) As to curriculums arrangement, the connections between curriculum is not so close and the
37、degree of integration is low. Paying too much attention to classroom teaching but less to practise leads to the gap between the theory and the practise, and students abilities of practising and exploring can not be trained.(5) About the evaluation of the Talent Cultivation, the main way is examined.
38、 It is much based on the scores, which tests students knowledge. As a result, higher education becomes a continuation of the exam-oriented education in secondary education. 4 All the above problems, at a certain level, reflect some phenomena in University Talent Cultivation Mode, yet they are just s
39、ome surface phenomena. The author thinks that these surface phenomena are indeed the widespread problems , which can also be said to be major problems existing in our current Talent Cultivation Mode. However , researchers have ignored 10some critical factors affecting Talent Cultivation Mode in thei
40、r process of exploring University Talent Cultivation Mode. The author also thinks that during the reform of our University Talent Cultivation Mode in recent years, following reasons have become the bottleneck which restricts the reform of Talent Cultivation Mode. 3.1 Overweight micro-management but
41、not the shaping of the macro long-term goal The reform of the University Talent Cultivation Mode is a long-term,arduous and complex movement.Whether for the university itself, or to the public and even the students themselves,the biggest problem is lying on the effect of the Talent Cultivation,which
42、 will take many years to be revealed .That is to say,the reform of the Talent Cultivation Mode in the present university management mode is difficult to supervise.Not only the cost is very high,but it lacks visibility in the school management.Therefore, we can easily understand why people still can
43、not change the dogma of the supremacy of the scores and the basic framework of the division of departments and specialties to implement professional education in the reform of the Talent Cultivation Mode .Though the reasons may be various,but one important aspect is that it is also rooted in the current higher education administration.
