Education reform has been a priority of the Xi Jinping leadership for some time. It is a central element of "new era" theory, which links economic, political. cultural and social renovation in a tight web that each contributes to a comprehensive expression of the "new China" under the leadership of the Communist Party. That "new China" is a fundamentally moral project. It elaborates a core premise that China's further economic potential can be developed only in tandem economically potent precisely because of its transposition of core socialist moral values to the constriction of society and culture as well. That, at least, is the theory.
But this theory requires a powerful implementation mechanism. And that mechanism is education. Under the current leadership that sort of education reform as been high on the agenda for a number of years (e.g., Focusing on Civic Education in China--The CCP's Ideological Work Comes to the Universities: 关于进一步加强和改进新形势下高校宣传思想工作的意见). The drivers have not changed much, but the goals are far better coordinated with the comprehensive reshaping of the political-economic m0del and its cultural basis in outlook, custom and behavior. While it may be difficult to re-form the minds of current generations, a vanguard party looks to the formation of future generations for the long term transformation of the social and political order in ways that stick. To that end education acquires a more ancient form--one that starts with the moral formation of the student as the basis on which information can be both created and disseminated. Xi Jinping theory, when turned toward education and the socialization of the young within a morally specific trajectory of socialist modernization (the morally informed development of productive forces), informs not just the way in which students are instructed, but also the context and form of that instruction as well.
It was perhaps with that in mind that Xi Jinping set about to elaborate the fundamental task of education (习近平这样阐释教育的根本任务 ["Cultivating People of Moral Character," Xi Jinping explains the fundamental task of education] Xinhua News Agency [March 18 2019]). What is the fundamental task of education? The answer 立德树人 [Cultivating People of Moral Character] (with thanks to Flora Sapio for the translation of this quite complex and subtle term).
The concept was derived from a variety of Xi Jinping's statements put forward
in a variety of context and then woven together by the Xinhua News
Agency for wide distribution. Despite its subtleties, the term is both straightforward and at the same time intimately connected to the the larger projects of Chinese Social Credit (with its foundation in integrity; see "Blacklists and Social Credit Regimes in China"), and of building a rule-of-law Socialist society in the "New Era" (grounded in the 12 Core Socialist Values [社会主义核心价值观]). It was with that in mind that Xi Jinping noted an objective to "Integrate the cultivation of moral character into all aspects of
ideological and moral education, cultural knowledge education, and
social practice education, and run through basic education, vocational
education, and higher education. The discipline system, teaching system,
teaching material system, and management system should revolve around
this goal.""
From that pronouncement consolidated in March 2019, only a short time passed before the publication by the Ministry of Education of implementation guidance first targeted to undergraduate education institutions and is reflected in the 教育部关于一流本科课程建设的实施意见 [Implementation Opinions of the Ministry of Education on the Construction of First-class Undergraduate Courses]. The idea is to reshape education to suit the "New Era." To that end, education is understood first as a moral project within which it is possible to infuse the most forward looking approaches to the instruction in particular fields, all understood, of course, within the moral framework that shapes the educational project in the first place. The object is to give content to and provide a disciplined and measurable delivery system for moral character education as overseen by the vanguard as the guardians of morals, ethics, and integrity.
(用故事和事实告诉学生人生哲理，形象生动，文字配画面增强说服力，把“大德育”化身为“小水滴”，改“大水漫灌”为“精准滴灌”。涉及的内容十分丰富，包括科学知识、感恩教育、名人典故、我的中国梦、感动中国、讲评时事、国家法律法规、生活常识、教育改革与发展、传统文化、职业素养、工匠精神等，“个个都充满正能量”。"It tells students the philosophy of life with stories and facts. The image is vivid, the text is enhanced with persuasiveness, and the "great moral education" is transformed into "small water droplets". The flood irrigation is “precise drip irrigation”. The content involved is very rich, including scientific knowledge, grateful education, celebrity allusions, my Chinese dream, moving China, commenting on current affairs, national laws and regulations, common sense of life, education reform and development, traditional culture, professionalism, craftsmanship, etc., Everyone is full of positive energy."兰资环学院教育实践透视 supra.).
The idea is profound, but not unique to China (see, e.g.,Education to Meet the Labor Needs of Markets--Cuba Changes its Approach to University Education). It reflects a certain all around approach to education that sees it intimately tied to both moral projects, and to the project of the perfectibility of humanity within the framework in which instruction acquires both meaning and direction--its rationality. The connection between education, labor markets and political-societal socialization runs deep in the West as well. In this sense there is much that ties this approach to that of Pope John Paul II in the encyclical Fides et Ratio: On the Relationship Between Faith and Reason (discussed in Fides et Ratio: Religion and Law in Legal Orders Suffused by Faith) ("This is to say that with the light of reason human beings can know which path to take, but they can follow that path to its end, quickly and unhindered, only if with a rightly tuned spirit they search for it within the horizon of faith. Therefore, reason and faith cannot be separated without diminishing the capacity of men and women to know themselves, the world and God in an appropriate way." Fides et Ratio ¶ 16).
The core pronouncements of Xi Jinping follow (in the original Chinese and with crude English translation. The important Implementation Opinions of the Ministry of Education on the Construction of First-class Undergraduate Courses (教育部关于一流本科课程建设的实施意见 ) also follow in English and Chinese., including the important annex on implementation (“双万计划”国家级一流本科课程 推荐认定办法).
【编前语】国无德不兴，人无德不立。习近平总书记一贯高度重视培养社会主义建设者和接班人，把立德树人作为教育的中心环节。新华社《学习进行时》为您梳理十八大以来总书记的有关精彩论述，与您共同学习感悟。
1、好老师应该懂得，选择当老师就选择了责任，就要尽到教书育人、立德树人的责任，并把这种责任体现到平凡、普通、细微的教学管理之中。
——2014年9月9日，同北京师范大学师生代表座谈时的讲话
2、高校立身之本在于立德树人。只有培养出一流人才的高校，才能够成为世界一流大学。
——2016年12月7日至8日，在全国高校思想政治工作会议上的讲话
3、要坚持把立德树人作为中心环节，把思想政治工作贯穿教育教学全过程，实现全程育人、全方位育人，努力开创我国高等教育事业发展新局面。
——2016年12月7日至8日，在全国高校思想政治工作会议上的讲话
4、要全面贯彻党的教育方针，落实立德树人根本任务，发展素质教育，推进教育公平，培养德智体美全面发展的社会主义建设者和接班人。
——2017年10月18日，在中国共产党第十九次全国代表大会上的报告
5、人无德不立，育人的根本在于立德。这是人才培养的辩证法。办学就要尊重这个规律，否则就办不好学。
——2018年5月2日，在北京大学师生座谈会上的讲话
6、要把立德树人的成效作为检验学校一切工作的根本标准，真正做到以文化人、以德育人，不断提高学生思想水平、政治觉悟、道德品质、文化素养，做到明大德、守公德、严私德。
——2018年5月2日，在北京大学师生座谈会上的讲话
7、要把立德树人内化到大学建设和管理各领域、各方面、各环节，做到以树人为核心，以立德为根本。
——2018年5月2日，在北京大学师生座谈会上的讲话
8、要在加强品德修养上下功夫，教育引导学生培育和践行社会主义核心价值观，踏踏实实修好品德，成为有大爱大德大情怀的人。
——2018年9月10日，在全国教育大会上的讲话
9、要深化教育体制改革，健全立德树人落实机制，扭转不科学的教育评价导向，坚决克服唯分数、唯升学、唯文凭、唯论文、唯帽子的顽瘴痼疾，从根本上解决教育评价指挥棒问题。
——2018年9月10日，在全国教育大会上的讲话
10、要把立德树人融入思想道德教育、文化知识教育、社会实践教育各环节，贯穿基础教育、职业教育、高等教育各领域，学科体系、教学体系、教材体系、管理体系要围绕这个目标来设计，教师要围绕这个目标来教，学生要围绕这个目标来学。凡是不利于实现这个目标的做法都要坚决改过来。
——2018年9月10日，在全国教育大会上的讲话
1. A good teacher should know that when choosing a teacher to choose responsibility, it is necessary to fulfill the responsibility of teaching and educating people, and establishing the responsibility to the ordinary, ordinary and subtle teaching management.
——September 9th, 2014, a speech with representatives of teachers and students of Beijing Normal University
2, the foundation of colleges and universities is the cultivation the moral character of people (立德树人). Only a university that has developed top-notch talents can become a world-class university.
——From December 7 to 8, 2016, at the National Conference on Ideological and Political Work in Colleges and Universities
3. We must persist in taking people of moral character (立德树人) as the central link, and carry out ideological and political work throughout the whole process of education and teaching, realize the whole process of educating people, educate people in all directions, and strive to create a new situation in the development of higher education in China.
——From December 7 to 8, 2016, at the National Conference on Ideological and Political Work in Colleges and Universities
4. It is necessary to comprehensively implement the party's education policy, implement the fundamental tasks of cultivating people of moral character (立德树人), develop quality education, promote education equity, and cultivate socialist builders and successors of moral, intellectual, and aesthetic development.
——Report on the 18th National Congress of the Communist Party of China on October 18, 2017
5, people have no morality, the foundation of educating people is the cultivation of morality (立德). This is the dialectic of talent cultivation. It is necessary to respect this law in running a school, otherwise it will not be easy to learn.
——A speech at the Peking University Teacher-Student Symposium on May 2, 2018
6. The effectiveness of morally cultivated people should be taken as the fundamental criterion for testing all the work of the school. It is true to educate people and educate people to continuously improve students' ideological level, political consciousness, moral quality and cultural accomplishment. Keeping the morals and strict personalities.
——A speech at the Peking University Teacher-Student Symposium on May 2, 2018
7. Internalize the the cultivation of people of moral character into the construction and management of various fields, all aspects, and various links in the university, and take the tree as the core and the moral character as the foundation.
——A speech at the Peking University Teacher-Student Symposium on May 2, 2018
8. We must work hard to strengthen moral cultivation, educate and guide students to cultivate and practice the core values of socialism, and earnestly improve their moral character, and become a person with great love and great feelings.
-- Speech at the National Education Conference on September 10, 2018
9. We must deepen the reform of the education system, improve the implementation mechanism for the cultivation of moral character, reverse the unscientific evaluation of education evaluation, and resolutely overcome the stubborn diseases of only scores, only advancement, diplomas, essays, and only hats, and fundamentally solve education. Evaluate the baton problem.
-- Speech at the National Education Conference on September 10, 2018
10. Integrate the cultivation of moral character into all aspects of ideological and moral education, cultural knowledge education, and social practice education, and run through basic education, vocational education, and higher education. The discipline system, teaching system, teaching material system, and management system should revolve around this goal. To design, teachers should teach around this goal, and students should learn around this goal. Anything that is not conducive to achieving this goal must be resolutely changed.
-- Speech at the National Education Conference on September 10, 2018
__________
MINISTRY GUIDANCE
教育部关于一流本科课程建设的实施意见
2019-10-31 19:54 来源： 教育部网站
【字体：大 中 小】打印
教育部关于一流本科课程建设的实施意见
教高〔2019〕8号
教高〔2019〕8号
各省、自治区、直辖市教育厅（教委），新疆生产建设兵团教育局，有关部门（单位）教育司（局），部属各高等学校、部省合建各高等学校：
课程是人才培养的核心要素，课程质量直接决定人才培养质量。为贯彻落实习近平总书记关于教育的重要论述和全国教育大会精神，落实新时代全国高等学校本科教育工作会议要求，必须深化教育教学改革，必须把教学改革成果落实到课程建设上。现就一流本科课程建设提出如下实施意见。
一、总体要求
（一）指导思想
以习近平新时代中国特色社会主义思想为指导，贯彻落实党的十九大精神，落实立德树人根本任务，把立德树人成效作为检验高校一切工作的根本标准，深入挖掘各类课程和教学方式中蕴含的思想政治教育元素，建设适应新时代要求的一流本科课程，让课程优起来、教师强起来、学生忙起来、管理严起来、效果实起来，形成中国特色、世界水平的一流本科课程体系，构建更高水平人才培养体系。
（二）总体目标
全面开展一流本科课程建设，树立课程建设新理念，推进课程改革创新，实施科学课程评价，严格课程管理，立起教授上课、消灭“水课”、取消“清考”等硬规矩，夯实基层教学组织，提高教师教学能力，完善以质量为导向的课程建设激励机制，形成多类型、多样化的教学内容与课程体系。经过三年左右时间，建成万门左右国家级和万门左右省级一流本科课程（简称一流本科课程“双万计划”）。
（三）基本原则
——坚持分类建设。依据高校办学定位和人才培养目标定位，建设适应创新型、复合型、应用型人才培养需要的一流本科课程，实现不同类型高校一流本科课程建设全覆盖。
——坚持扶强扶特。着力引导“双一流”建设高校、部省合建高校发挥引领示范作用，重点打造一批高水平课程，为卓越拔尖人才培养提供有力支撑。重点支持已有建设基础、取得明显教学成效的课程，让优的更优、强的更强。重视特色课程建设，实现一流本科课程多样化。
——提升高阶性。课程目标坚持知识、能力、素质有机融合，培养学生解决复杂问题的综合能力和高级思维。课程内容强调广度和深度，突破习惯性认知模式，培养学生深度分析、大胆质疑、勇于创新的精神和能力。
——突出创新性。教学内容体现前沿性与时代性，及时将学术研究、科技发展前沿成果引入课程。教学方法体现先进性与互动性，大力推进现代信息技术与教学深度融合，积极引导学生进行探究式与个性化学习。
——增加挑战度。课程设计增加研究性、创新性、综合性内容，加大学生学习投入，科学“增负”，让学生体验“跳一跳才能够得着”的学习挑战。严格考核考试评价，增强学生经过刻苦学习收获能力和素质提高的成就感。
二、建设内容
（一）转变观念，理念新起来。以新理念引领一流本科课程建设。牢固树立“三个不合格”理念，竖起“高压线”，不抓本科教育的高校不是合格的高校，不重视本科教育的书记校长不是合格的书记校长，不参与本科教学的教授不是合格的教授。推动课程思政的理念形成广泛共识，构建全员全程全方位育人大格局。确立学生中心、产出导向、持续改进的理念，提升课程的高阶性，突出课程的创新性，增加课程的挑战度。
（二）目标导向，课程优起来。以目标为导向加强课程建设。立足经济社会发展需求和人才培养目标，优化重构教学内容与课程体系，破除课程千校一面，杜绝必修课因人设课，淘汰“水课”，立起课程建设新标杆。“双一流”建设高校、部省合建高校要明确要求两院院士、国家“千人计划”“万人计划”专家、“长江学者奖励计划”入选者、国家杰出青年科学基金获得者等高层次人才建设名课、讲授基础课和专业基础课，建设一批中国特色、世界水平的一流本科课程。聚焦新工科、新医科、新农科、新文科建设，体现多学科思维融合、产业技术与学科理论融合、跨专业能力融合、多学科项目实践融合，建设一批培养创新型、复合型人才的一流本科课程。服务区域经济社会发展主战场，深化产教融合协同育人，建设一批培养应用型人才的一流本科课程。
（三）提升能力，教师强起来。以培养培训为关键点提升教师教学能力。高校要实现基层教学组织全覆盖，教师全员纳入基层教学组织，强化教学研究，定期集体备课、研讨课程设计，加强教学梯队建设，完善助教制度，发挥好“传帮带”作用。实现青年教师上岗培训全覆盖，新入职教师必须经过助课、试讲、考核等环节，获得教师教学发展中心等学校培训部门颁发的证书，方可主讲课程。实现教师职业培训、终身学习全覆盖，推动教师培训常态化，将培训学分作为教师资格定期注册、教师考核的必备条件。
（四）改革方法，课堂活起来。以提升教学效果为目的创新教学方法。强化课堂设计，解决好怎么讲好课的问题，杜绝单纯知识传递、忽视能力素质培养的现象。强化现代信息技术与教育教学深度融合，解决好教与学模式创新的问题，杜绝信息技术应用的简单化、形式化。强化师生互动、生生互动，解决好创新性、批判性思维培养的问题，杜绝教师满堂灌、学生被动听的现象。
（五）科学评价，学生忙起来。以激发学习动力和专业志趣为着力点完善过程评价制度。加强对学生课堂内外、线上线下学习的评价，强化阅读量和阅读能力考查，提升课程学习的广度。加强研究型、项目式学习，丰富探究式、论文式、报告答辩式等作业评价方式，提升课程学习的深度。加强非标准化、综合性等评价，提升课程学习的挑战性。“双一流”建设高校、部省合建高校要扩大学生课程学习选择面，强化课程难度与挑战度。
（六）强化管理，制度严起来。以提高制度执行力为重点严格课程管理。高等学校要严格执行教授为本科生授课制度，连续三年不承担本科课程的教授、副教授，转出教师系列。严格执行国家对高校的生师比要求，完备师资队伍。严格执行课程准入制度，发挥校内教学指导委员会课程把关作用，拒绝“水课”进课堂。严格考试纪律，严把考试和毕业出口关，坚决取消“清考”。严格课程质量评估，在专业认证、教学评估中增加课程评价权重。
（七）政策激励，教学热起来。以教学贡献为核心内容制定激励政策。加大课程建设的支持力度，加大优秀课程和教师的奖励力度，加大教学业绩在专业技术职务评聘中的权重，营造重视本科课程改革与建设的良好氛围。
三、实施一流本科课程双万计划
（一）认定万门左右国家级一流本科课程。注重创新型、复合型、应用型人才培养课程建设的创新性、示范引领性和推广性，在高校培育建设基础上，从2019年到2021年，完成4000门左右国家级线上一流课程（国家精品在线开放课程）、4000门左右国家级线下一流课程、6000门左右国家级线上线下混合式一流课程、1500门左右国家虚拟仿真实验教学一流课程、1000门左右国家级社会实践一流课程认定工作，具体推荐认定办法见附件。
（二）认定万门左右省级一流本科课程。各省级教育行政部门根据区域高等教育改革发展需求，参照本实施意见要求，具体组织实施本地区一流本科课程建设计划。推荐国家级一流课程，注重解决本地区高校长期存在的教育教学问题，因地制宜、因校制宜、因课制宜建设省级一流本科课程，并报我部备案。
四、组织管理
（一）教育部负责统筹指导一流本科课程建设工作，组织有关专家和机构研究制定一流本科课程建设、应用与管理的相关标准规范。公布国家级一流本科课程推荐认定结果。
（二）省级教育行政部门研究制定省级一流本科课程建设实施方案，制定推动本地区一流本科课程建设与教学改革配套政策，建设省级一流本科课程。加强省级课程服务平台的管理，积极推动一流本科课程开放共享。
（三）高校要优化课程体系，做好一流本科课程建设规划。组建优秀教师团队建设一流本科课程。建立校内课程建设激励机制，健全支持政策，完善课程管理和评价机制。“双一流”建设高校、部省合建高校要率先建设一流本科课程。
（四）高等学校教学指导委员会要加强课程建设理论研究和分类指导，组织制订相关专业一流本科课程建设指南，引导高校汇聚优秀教师联合建设课程群，共享优质课程资源。
（五）课程服务平台承担一流本科课程服务和数据安全保障的主体责任，配合开展课程审查和线上教学活动。要不断更新并提升技术和数据服务水平，监控和打击不良学习行为。加强课程平台间的交流与合作。
（六）中央部门所属高校统筹利用“中央高校教育教学改革专项”等各类资源支持一流本科课程建设。地方高校统筹地方财政高等教育资金和中央支持地方高校改革发展资金支持一流本科课程建设。
附件：“双万计划”国家级一流本科课程推荐认定办法
教育部
2019年10月24日
2019年10月24日
附件
“双万计划”国家级一流本科课程
推荐认定办法
推荐认定办法
一、推荐范围
普通本科高校纳入人才培养方案且设置学分的本科课程均可推荐，包括思想政治理论课、公共基础课、专业基础课、专业课以及通识课等独立设置的本科理论课程、实验课程和社会实践课程等。
二、推荐类型与计划
（一）线上一流课程。即国家精品在线开放课程，突出优质、开放、共享，打造中国慕课品牌。完成4000门左右国家精品在线开放课程认定，构建内容更加丰富、结构更加合理、类别更加全面的国家级精品慕课体系。
（二）线下一流课程。主要指以面授为主的课程，以提升学生综合能力为重点，重塑课程内容，创新教学方法，打破课堂沉默状态，焕发课堂生机活力，较好发挥课堂教学主阵地、主渠道、主战场作用。认定4000门左右国家级线下一流课程。
（三）线上线下混合式一流课程。主要指基于慕课、专属在线课程（SPOC）或其他在线课程，运用适当的数字化教学工具，结合本校实际对校内课程进行改造，安排20%—50%的教学时间实施学生线上自主学习，与线下面授有机结合开展翻转课堂、混合式教学，打造在线课程与本校课堂教学相融合的混合式“金课”。大力倡导基于国家精品在线开放课程应用的线上线下混合式优质课程申报。认定6000门左右国家级线上线下混合式一流课程。
（四）虚拟仿真实验教学一流课程。着力解决真实实验条件不具备或实际运行困难，涉及高危或极端环境，高成本、高消耗、不可逆操作、大型综合训练等问题。完成1500门左右国家虚拟仿真实验教学一流课程认定，形成专业布局合理、教学效果优良、开放共享有效的高等教育信息化实验教学体系。
（五）社会实践一流课程。以培养学生综合能力为目标，通过“青年红色筑梦之旅”、“互联网＋”大学生创新创业大赛、创新创业和思想政治理论课社会实践等活动，推动思想政治教育、专业教育与社会服务紧密结合，培养学生认识社会、研究社会、理解社会、服务社会的意识和能力，建设社会实践一流课程。课程应为纳入人才培养方案的非实习、实训课程，配备理论指导教师，具有稳定的实践基地，学生70%以上学时深入基层，保证课程规范化和可持续发展。认定1000门左右国家级社会实践一流课程。
三、推荐条件
推荐课程须至少经过两个学期或两个教学周期的建设和完善，取得实质性改革成效，在同类课程中具有鲜明特色、良好的教学效果，并承诺入选后将持续改进。符合相关类型课程基本形态和特殊要求的同时，在以下多个方面具备实质性创新，有较大的借鉴和推广价值。
（一）教学理念先进。坚持立德树人，体现以学生发展为中心，致力于开启学生内在潜力和学习动力，注重学生德智体美劳全面发展。
（二）课程教学团队教学成果显著。课程团队教学改革意识强烈、理念先进，人员结构及任务分工合理。主讲教师具备良好的师德师风，具有丰富的教学经验、较高学术造诣，积极投身教学改革，教学能力强，能够运用新技术提高教学效率、提升教学质量。
（三）课程目标有效支撑培养目标达成。课程目标符合学校办学定位和人才培养目标，注重知识、能力、素质培养。
（四）课程教学设计科学合理。围绕目标达成、教学内容、组织实施和多元评价需求进行整体规划，教学策略、教学方法、教学过程、教学评价等设计合理。
（五）课程内容与时俱进。课程内容结构符合学生成长规律，依据学科前沿动态与社会发展需求动态更新知识体系，契合课程目标，教材选用符合教育部和学校教材选用规定，教学资源丰富多样，体现思想性、科学性与时代性。
（六）教学组织与实施突出学生中心地位。根据学生认知规律和接受特点，创新教与学模式，因材施教，促进师生之间、学生之间的交流互动、资源共享、知识生成，教学反馈及时，教学效果显著。
（七）课程管理与评价科学且可测量。教师备课要求明确，学生学习管理严格。针对教学目标、教学内容、教学组织等采用多元化考核评价，过程可回溯，诊断改进积极有效。教学过程材料完整，可借鉴可监督。
四、推荐方式
除线上一流课程、虚拟仿真实验教学一流课程继续按有关文件实施外，线下一流课程、线上线下混合式一流课程和社会实践一流课程采用以下推荐方式。
（一）推荐总额
教育部按照国家级线下一流课程、线上线下混合式一流课程和社会实践一流课程三年计划总数确定推荐总额，分别下达至中央部门所属高校和各省级教育行政部门。
（二）分赛道推荐
按照中央部门所属高校、地方高校的办学定位和培养目标特点分赛道推荐，名额分列。部省合建高校推荐课程纳入中央部门所属高校赛道。
（三）推荐方式
中央部门所属高校、各省级教育行政部门根据教育部下达的三年推荐额度，在规定的年度上限数额内推荐。教育部直属高校直接报教育部，其他中央部门所属高校、部省合建高校经主管部门同意后报教育部；地方高校由省级教育行政部门统一报教育部。
（四）推荐材料要求
课程团队须提交申报书、时长10分钟内的说课视频（包括教学理念、课程设计、课程实施、改革成效等）和其他佐证材料。
五、认定方式
教育部分年度组织专家对推荐课程进行认定，经公示后向社会发布。对课程团队成员存在师德师风问题、学术不端问题、五年内出现过重大教学事故，课程内容存在思想性科学性问题的，实行一票否决。
六、认定课程管理
教育部对认定的国家级一流课程实施动态管理，对课程实际应用、教学效果和共享等进行跟踪监测。认定为国家级一流课程的课程须继续建设五年，其建设和改革成果在指定的网站上集中展示和分享，且定期更新资源和数据。对于未持续更新完善、出现严重质量问题、课程团队成员出现师德师风等问题的课程，将予以撤销。
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Implementation Opinions of the Ministry of Education on the Construction of First-class Undergraduate Courses2019-10-31 19:54 Source: Ministry of Education website
Implementation Opinions of the Ministry of Education on the Construction of First-class Undergraduate Courses
Jiao Gao [2019] No. 8
The Education Department of the provinces, autonomous regions and municipalities directly under the Central Government (Education Committee), the Education Bureau of the Xinjiang Production and Construction Corps, the Education Department (Bureau) of the relevant departments (units), and the higher education institutions and ministries and universities of the higher education institutions:
The curriculum is the core element of talent cultivation, and the quality of the course directly determines the quality of personnel training. In order to implement the important exposition of General Secretary Nakagawa’s education on education and the spirit of the National Education Conference, and to implement the requirements of the National Undergraduate Education Work Conference of the New Era, it is necessary to deepen the reform of education and teaching, and the results of teaching reform must be implemented in curriculum construction. The following implementation opinions are proposed on the construction of first-class undergraduate courses.
First, the overall requirements
(1) Guiding ideology
Guided by Xi Jinping's new era of socialism with Chinese characteristics, implement the spirit of the 19th National Congress of the Communist Party of China, implement the fundamental tasks of cultivating the moral character of people, and use the achievements of the cultivation of morals as the fundamental criterion for testing all the work of colleges and universities, and explore various courses and The ideological and political education elements contained in the teaching methods, and the construction of first-class undergraduate courses that meet the requirements of the new era, so that the courses are excellent, the teachers are strong, the students are busy, the management is strict, and the results are real, forming a first-class undergraduate with Chinese characteristics and world-class level. The curriculum system builds a higher level talent training system.
(II) Overall goal
Comprehensively carry out first-class undergraduate curriculum construction, establish a new concept of curriculum construction, promote curriculum reform and innovation, implement scientific curriculum evaluation, strictly manage curriculum, establish professors to class, eliminate "water courses", cancel "clean examinations" and other hard rules, and consolidate grassroots teaching Organization, improve teachers' teaching ability, improve the quality-oriented curriculum construction incentive mechanism, and form multi-type and diversified teaching content and curriculum system. After three years or so, the first-class undergraduate course at the national level and the state-level 10,000-dollar provincial level (referred to as the first-class undergraduate course “Double 10,000 Plan”) was established.
(3) Basic principles
- Adhere to the classification construction. According to the orientation of colleges and universities and the orientation of talent training, we will build a first-class undergraduate course that meets the needs of innovative, compound and applied talents, and achieve full coverage of first-class undergraduate courses in different types of colleges and universities.
——Insist on strengthening the Fute. Efforts will be made to guide the "double-first-class" construction of universities and colleges and universities to play a leading role in the demonstration, focusing on creating a number of high-level courses to provide strong support for the development of outstanding talents. We will focus on supporting courses that have already built foundations and achieved clear teaching results, so that superiors are better and stronger. Emphasis on the construction of featured courses and the diversification of first-class undergraduate courses.
- Improve high-level. The goal of the course is to adhere to the organic integration of knowledge, ability and quality, and to cultivate students' comprehensive ability and advanced thinking in solving complex problems. The course emphasizes breadth and depth, breaks through the habitual cognitive model, and fosters students' in-depth analysis, bold questioning, and the spirit and ability to be innovative.
- Highlight innovation. The teaching content reflects the frontier and the times, and timely introduces the frontiers of academic research and technological development into the curriculum. The teaching method reflects the advanced nature and interaction, vigorously promotes the deep integration of modern information technology and teaching, and actively guides students to conduct inquiry and individualized learning.
- Increase the degree of challenge. The curriculum design adds research, innovation, and comprehensive content, plus college students' learning input, and scientific “increased burden”, allowing students to experience the learning challenge of “jumping before they can get”. Strictly assess the evaluation of the test, and enhance the students' sense of accomplishment after hard work and harvesting ability and quality improvement.
Second, the construction content
(1) Change the concept and bring new ideas. Leading the development of first-class undergraduate courses with new ideas. Firmly establish the "three unqualified" concept, erect the "high-voltage line", the colleges that do not focus on undergraduate education are not qualified colleges, the secretary who does not attach importance to undergraduate education is not a qualified secretary, and the professor who does not participate in undergraduate teaching is not a qualified professor. . Promote the concept of curriculum ideological and political development to form a broad consensus, and build a full-scale education system for all employees. Establish the concept of student center, output orientation, and continuous improvement, enhance the high-level curriculum, highlight the innovation of the curriculum, and increase the challenge of the curriculum.
(2) Goal-oriented and the course is excellent. Target-oriented and strengthen curriculum construction. Based on the needs of economic and social development and the goal of talent training, we will optimize the reconstruction of teaching content and curriculum system, break the curriculum of the school, eliminate the compulsory courses, set off classes for people, eliminate the "water class", and set a new benchmark for curriculum construction. "Double-class" construction of colleges and universities, colleges and universities must clearly require academicians of the two academies, national "Thousand Talents Plan", "Millions of Plan" experts, "Changjiang Scholars Awards" selected, national outstanding young science fund winners, etc. Level talents build famous courses, teach basic courses and professional basic courses, and build a group of first-class undergraduate courses with Chinese characteristics and world level. Focusing on the construction of new engineering, new medical science, new agricultural science and new liberal arts, reflecting the integration of multidisciplinary thinking, the integration of industrial technology and subject theory, the integration of interdisciplinary capabilities, the integration of multidisciplinary projects, and the construction of a group of innovative and compound talents. First-class undergraduate course. Serve the main battlefield of economic and social development in the service area, deepen the integration of production and education, and educate people, and build a group of first-class undergraduate courses to train applied talents.
(3) Improve the ability and strengthen the teacher. Enhance the teaching ability of teachers by training training as a key point. Colleges and universities should realize the full coverage of grassroots teaching organizations, all teachers should be included in grassroots teaching organizations, strengthen teaching research, regularly prepare lessons for classes, discuss curriculum design, strengthen the construction of teaching echelon, improve the teaching assistant system, and play a good role in “passing the band”. To achieve full coverage of young teachers' on-the-job training, new recruiting teachers must go through the courses of assisting classes, trials, assessments, etc., and obtain certificates issued by the school training departments such as the Teacher Teaching Development Center. To achieve full coverage of teachers' vocational training and lifelong learning, and to promote the normalization of teacher training, the training credits are necessary for the regular registration of teachers and the assessment of teachers.
(4) The reform method, the classroom will live. Innovative teaching methods for the purpose of improving teaching results. Strengthen the classroom design, solve the problem of how to talk about good lessons, and eliminate the phenomenon of pure knowledge transfer and neglect of ability and quality training. Strengthen the deep integration of modern information technology and education, solve the problem of innovation in teaching and learning mode, and eliminate the simplification and formalization of information technology application. Strengthen teacher-student interaction, interaction between students and students, solve problems of innovative and critical thinking, and eliminate the phenomenon that teachers are full of students and students are passively listening.
(5) Scientific evaluation, students are busy. Improve the process evaluation system with a focus on stimulating learning motivation and professional interest. Strengthen the evaluation of students' internal and external classroom, online and offline learning, strengthen the reading and reading ability, and improve the breadth of curriculum learning. Strengthen research-based and project-based learning, enrich the evaluation methods such as inquiry, essay, and report defense, and improve the depth of course learning. Strengthen non-standardized and comprehensive evaluations to enhance the challenge of curriculum learning. "Double-class" construction of colleges and universities, colleges and universities to build universities should expand the choice of students' courses, and strengthen the difficulty and challenge of the curriculum.
(6) Strengthen management and tighten the system. Strict curriculum management with a focus on improving system execution. Institutions of higher learning should strictly implement the teaching system for undergraduates, and they will not be responsible for the undergraduate courses for professors and associate professors for three consecutive years. Strictly implement the state's requirements for students and teachers in colleges and universities, and complete the faculty. Strictly implement the curriculum access system, play the role of the school's teaching steering committee, and refuse the “water class” into the classroom. Strict examination discipline, strict examination and graduation exit, and resolutely cancel the "clean examination." Strict course quality assessment, increase the weight of course evaluation in professional certification and teaching evaluation.
(7) Policy incentives and teaching heat up. Incentives are formulated with the contribution of teaching as the core content. Increase the support of curriculum construction, increase the incentives for excellent courses and teachers, increase the weight of teaching performance in the evaluation of professional and technical positions, and create a good atmosphere that emphasizes the reform and construction of undergraduate courses.
Third, the implementation of the first-class undergraduate course double million plan
(1) Identifying the first-class undergraduate courses at the national level. Focus on the innovation, demonstration and promotion of innovative, compound and applied talent training courses. On the basis of the cultivation of colleges and universities, from 2000 to 2021, complete 4,000 national first-class online courses (National Excellent online open courses), about 4,000 national-level first-class courses, about 6,000 national-level online and offline mixed-class courses, about 1,500 national virtual simulation experiment teaching first-class courses, and about 1,000 national-level social practice first-class courses Work, specific recommendations for identification methods are attached.
(2) Identifying the first-class undergraduate courses at the provincial level. According to the requirements of this implementation opinion, the provincial education administrative departments shall, according to the needs of regional higher education reform and development, organize and implement the first-class undergraduate curriculum construction plan in the region. Recommend national first-class courses, pay attention to solving the long-standing education and teaching problems in colleges and universities in the region, adapt to local conditions, adapt to the school system, and build a provincial first-class undergraduate course according to the curriculum, and report to the Ministry for the record.
Fourth, organization management
(1) The Ministry of Education is responsible for coordinating and guiding the construction of first-class undergraduate courses, and organizing relevant experts and institutions to study and formulate relevant standards and norms for the construction, application and management of first-class undergraduate courses. Announce the results of the national first-class undergraduate course recommendation.
(2) The provincial-level education administrative department shall study and formulate the implementation plan for the first-class undergraduate course construction at the provincial level, formulate supporting policies for promoting the first-class undergraduate curriculum construction and teaching reform in the region, and build a provincial first-class undergraduate course. Strengthen the management of provincial curriculum service platforms and actively promote the open sharing of first-class undergraduate courses.
(3) Colleges and universities should optimize the curriculum system and do a good job in the construction of first-class undergraduate curriculum. Form an excellent team of teachers to build a first-class undergraduate course. Establish an incentive mechanism for campus curriculum construction, improve support policies, and improve curriculum management and evaluation mechanisms. "Double-class" construction of colleges and universities, universities and colleges must take the lead in building first-class undergraduate courses.
(4) The teaching guidance committee of colleges and universities should strengthen the theoretical research and classification guidance of curriculum construction, organize the formulation of guidelines for the construction of first-class undergraduate courses in relevant majors, and guide universities to gather excellent teachers to jointly build curriculum groups and share high-quality curriculum resources.
(5) The course service platform undertakes the main responsibility of first-class undergraduate course services and data security, and cooperates with course review and online teaching activities. To continuously update and improve the level of technical and data services, monitor and combat bad learning behavior. Strengthen exchanges and cooperation between the curriculum platforms.
(6) The colleges and universities affiliated to the central department shall make full use of various resources such as the “Special Education and Teaching Reform of the Central University” to support the construction of first-class undergraduate courses. Local universities co-ordinate local finance higher education funds and the central government supports local college reform and development funds to support first-class undergraduate curriculum construction.
Attachment: "Double Thousand Plan" National First-class Undergraduate Course Recommendations
Ministry of Education
October 24, 2019
annex
"Double Million Program" national first-class undergraduate course
Recommended method
First, the recommended range
Undergraduate courses that include undergraduate colleges and universities with talent training programs and credits can be recommended, including ideological and political theory courses, public basic courses, professional basic courses, professional courses, and general courses, such as undergraduate theoretical courses, experimental courses, and social practice courses.
Second, the recommended type and plan
(1) Online first-class courses. That is, the national boutique online open course, highlighting quality, openness, sharing, and creating a Chinese motto brand. Completed the identification of about 4,000 national online open courses, and built a national-level boutique motto system with richer content, more reasonable structure and more comprehensive categories.
(2) The first-class course under the line. It mainly refers to face-oriented courses, focusing on improving students' comprehensive ability, reshaping the course content, innovating teaching methods, breaking the silent state of the classroom, revitalizing the vitality of the classroom, and giving full play to the main position of the classroom teaching, the main channel and the main battlefield. . It is recognized that there are about 4,000 national-level first-class courses.
(3) Online and offline mixed-class courses. Mainly refers to the use of appropriate digital teaching tools based on MOOC, exclusive online courses (SPOC) or other online courses, combined with the actual transformation of the school curriculum, and arrange 20% -50% of the teaching time to implement online self-learning of students, and Under the line, we will combine the organic combination of flipping classrooms and mixed teaching to create a hybrid “golden class” that combines online courses with classroom teaching in our school. Strongly advocate the application of online and offline hybrid quality courses based on the national boutique online open course application. It has identified about 6,000 national-level online and offline mixed-class courses.
(4) First-class courses in virtual simulation experiment teaching. Efforts to solve real experimental conditions are not available or practical difficulties, involving high-risk or extreme environments, high costs, high consumption, irreversible operations, large-scale comprehensive training and other issues. Completed the first-class curriculum certification of 1500 national virtual simulation experiment teaching, and formed an experimental teaching system for higher education informationization with reasonable professional layout, excellent teaching effect and open sharing.
(5) First-class courses in social practice. With the goal of cultivating students' comprehensive abilities, we will promote ideological and political education, professional education and social services through activities such as “Youth Red Dreaming Journey”, “Internet +” College Students Innovation and Entrepreneurship Competition, Innovation and Entrepreneurship, and Ideological and Political Theory Courses. Combine and cultivate students' awareness of and ability to understand society, study society, understand society and serve the society, and build a first-class curriculum in social practice. The course should be a non-internship and training course incorporated into the talent training program, equipped with theoretical instructors, and has a stable practice base. More than 70% of the students go to the grassroots level to ensure the standardization and sustainable development of the course. It has identified about 1,000 national first-class courses in social practice.
Third, the recommended conditions
The recommended course must be constructed and improved after at least two semesters or two teaching cycles. It has achieved substantial reform results, has distinctive features and good teaching effects in similar courses, and promises continuous improvement after being selected. In line with the basic forms and special requirements of relevant types of courses, it has substantial innovations in the following aspects, and has great reference and promotion value.
(1) Advanced teaching concepts. Adhering to the Lide tree people, reflecting the development of students as the center, we are committed to opening up the students' inner potential and learning motivation, and paying attention to the comprehensive development of students' moral, intellectual, and artistic development.
(2) The teaching achievements of the course teaching team are remarkable. The curriculum team has a strong sense of teaching reform, advanced concepts, and a reasonable division of personnel and tasks. The lecturer has a good teacher-teacher style, rich teaching experience, high academic attainments, active participation in teaching reform, strong teaching ability, and the ability to use new technology to improve teaching efficiency and improve teaching quality.
(3) The objectives of the course effectively support the achievement of the training objectives. The objectives of the course are in line with the school's school orientation and talent training objectives, and focus on the cultivation of knowledge, ability and quality.
(4) The curriculum design is scientific and reasonable. The overall planning is carried out around the goal achievement, teaching content, organization implementation and multi-evaluation needs. The teaching strategy, teaching methods, teaching process and teaching evaluation are reasonable.
(5) The content of the course keeps pace with the times. The content structure of the course is in line with the law of student growth. The knowledge system is dynamically updated according to the frontier dynamics of the discipline and the needs of social development. It is in line with the curriculum objectives. The selection of teaching materials is in line with the regulations of the Ministry of Education and the school's teaching materials. The teaching resources are rich and diverse, reflecting ideological, scientific and contemporary.
(6) Teaching organization and implementation highlight the status of the student center. According to the students' cognitive rules and acceptance characteristics, the innovative teaching and learning model, teaching students in accordance with their aptitude, promoting communication and interaction between teachers and students, students, resource sharing, knowledge generation, timely feedback, and significant teaching results.
(7) Course management and evaluation are scientific and measurable. The teacher's preparation for class preparation is clear, and the students' study management is strict. Diversified assessment and evaluation for teaching objectives, teaching content, teaching organization, etc., the process can be traced back, and the diagnosis improvement is positive and effective. The teaching process is complete and can be used for supervision.
Fourth, the recommended way
In addition to the online first-class courses, virtual simulation experiment teaching first-class courses continue to be implemented according to relevant documents, the following first-class courses, online and offline mixed-class courses and social practice first-class courses use the following recommended methods.
(1) Total recommended amount
The Ministry of Education determines the total amount of recommendations according to the national first-class offline courses, the first-class online and offline mixed-class courses and the three-year plan for the first-class social practice courses, which are respectively issued to the universities affiliated to the central departments and the provincial-level educational administrative departments.
(2) Sub-track recommendation
According to the characteristics of the university's colleges and universities, the local colleges and universities, and the characteristics of the training objectives, the track is recommended and the number of places is divided. The recommended courses for colleges and universities in the provinces are included in the college track of the central department.
(3) Recommended method
The colleges and universities affiliated to the central department and the provincial education administrative departments shall recommend within the prescribed annual cap amount according to the three-year recommended amount issued by the Ministry of Education. The Ministry of Education directly reports to the Ministry of Education directly under the Ministry of Education. The universities and departments of other central departments are jointly reported to the Ministry of Education with the approval of the competent authorities; the local colleges and universities are uniformly reported to the Ministry of Education by the provincial education administrative department.
(4) Recommended material requirements
The course team is required to submit a report, a video of the lecture (including teaching philosophy, curriculum design, curriculum implementation, reform effectiveness, etc.) and other supporting materials within 10 minutes.
V. Ways of identification
The education department organizes experts to identify the recommended courses and publish them to the public after publicity. For members of the course team who have problems with teachers' morality, academic misconduct, major teaching accidents within five years, and ideological and scientific problems in the course content, a one-vote veto is implemented.
Sixth, identify the course management
The Ministry of Education implements dynamic management of recognized national first-class courses, and monitors the actual application, teaching effects and sharing of the courses. Courses identified as national first-class courses must continue to be built for five years, and their construction and reform results will be displayed and shared on designated websites, and resources and data will be updated regularly. Courses that are not continuously updated, have serious quality problems, and have a teacher's morality in the course team will be revoked.
[I want to correct] Responsible editor: Zhu Ying
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