Similar points:
Both of them need to meet the requirements before they can graduate. The breadth of students’ learning knowledge during college can be judged by the credits. The more credits a student obtains, the better the student is. The more things you learn. In some universities, credits have also become an important criterion for evaluating students' excellence.
Differences:
Second classroom credits are different from getting credits through course study and exams. Second classroom credits are also called innovation credits and quality development credits, but then again There are differences. Depending on each school, some schools strictly distinguish between quality development credits and innovation credits. The requirements for extra points are also different, and the amount of extra points is naturally different. Next, let’s take a look at the quality development credits of some colleges and universities. Credit bonus situation: Quality development and innovation credits are composed of four parts: "scientific research credits", "skill credits", "practical credits" and "management practice credits".
"Scientific research credits" include corresponding credits obtained by participating in scientific and technological activities and winning awards, participating in research projects, publishing academic works or papers, winning awards for research results, and obtaining national patents.
“Skill credits” refer to the corresponding credits obtained by participating in subject professional competitions, sports competitions, etc., receiving awards at the college level or above, and obtaining various intermediate and above vocational qualification certificates or professional technical qualifications The corresponding credits earned for the certificate.
“Practice credits” refer to participation in various social, cultural, scientific and technological practice activities (including public welfare art creation, public welfare art performances, literature and art going to the countryside, social practice, volunteer activities, etc.) in addition to teaching practice. , achieve outstanding results, receive commendations at the school level and above, or participate as a participant in various activities that are recognized by the Office of Credit Recognition and Management of Undergraduate Students’ Innovative Practices as credit-earning activities (including academic lectures, reports, literary and artistic lectures, reports, and cultural events organized by the school both inside and outside the school) performances, exhibitions, etc.) and obtain corresponding credits.
"Management practice credits" refer to students who are responsible for the management of student organizations and the organization and management of student activities, have served for more than one year, and have passed the assessment well, based on the nature of the job and the scope of organizational activities, they will be given Corresponding credits.
Extended information:
Main functions
Measurement function
As a tool or means to measure students’ learning amount, this is the earliest version of the credit system functions that appear. The emergence of this function is due to the implementation of the course selection system. In order to facilitate the calculation of students' learning workload, a new learning measurement unit-"credit" has emerged. Different schools have different methods for calculating credits, but they are basically linked to certain credit hours.
In the United States, the calculation method for credits is relatively flexible. Students can earn 1 credit by studying for one hour per week, completing one semester and passing the exam. The benchmark for setting up credits in Japanese universities has clear regulations on the calculation method of credits. One credit is at least 45 credit hours, and lectures, practice courses, and experimental practice courses are calculated according to the ratio of 1:2:3 respectively.
Today, credits are still an important tool for measuring the amount of learning, but its function as a unit of measurement has penetrated into all aspects of higher education management, becoming the basis for hiring and assessing teachers’ teaching workload, approving staffing positions, and forecasting It is an important means and basis for school scale, calculation of school running costs, tuition collection, financial allocation, allocation of teaching resources, and tracking and evaluation of student learning. It is in this sense that some people believe that the essence of the credit system is a measurement method and a teaching management system based on measurement methods.
Circulation function
As early as the 1950s, in the context of the accelerated European integration process, in order to seek a broader space for cooperation in higher education, the EU launched the "European Union" "Rasmore" plan, an important part of this plan is to establish a credit exchange system based on equality, so that students studying in different colleges and universities can transfer to each other and promote the free flow of students. In the United States, mutual recognition of credits among universities is also a very common phenomenon.
For example, the finance and business administration training program of the School of Business and Public Administration at the University of Arizona stipulates that students must complete at least 120 credits, of which at least 30 credits must be earned at the University of Arizona, and at least the last 30 credits must be earned in Arizona. There is mutual recognition of credits not only between different universities, but also between universities and middle schools.
Compared with European and American countries, some universities in China have also made some useful attempts in mutual recognition of credits. In 1994, five universities including Wuhan University in Hubei Province implemented a "joint education" in which the five universities selected courses from each other and minored in dual degrees based on the purpose of "maximum sharing of resources, complementary advantages, equality and mutual benefit, and mutual promotion".
In 2003, 13 universities including Shanghai Jiao Tong University implemented an inter-school and inter-disciplinary minor system based on years of practice. However, because China’s credit system reform is not yet mature, this mutual recognition reform of credits is still in its infancy. Inter-school exchanges are only partial, and only a handful of students are able to go abroad for cross-school exchanges.
Resource allocation function
As far as resource allocation methods are concerned, the academic year system and the credit system are two different resource allocation methods with different adjustment functions. In colleges and universities, around the central task of cultivating talents, the school plans, organizes, operates, regulates, and evaluates the various elements that constitute resources, forming different models and methods of resource allocation. Under the academic year system, students' learning content, learning process, and learning methods are all pre-designed in the teaching plan.
The allocation of teaching resources in the academic year system is more of a planned nature. However, under the credit system, due to the course selection system, students can graduate early or late according to their own abilities, freely choose courses according to their own interests and hobbies, and formulate their own study plans. Therefore, no one can make decisions for everyone. Accurate estimation of student learning content and learning progress.
This result means that when the school allocates teaching resources, it cannot be pre-set according to the immutable prescriptive plan of the school year system. It can only formulate guiding teaching plans based on long-term experience and judgment, and combine them with actual conditions. Adjust teaching resource allocation methods in a timely manner as demand changes. Therefore, the credit system resource allocation is more market-oriented.
In the actual teaching reform, due to the shortage of resources themselves and the special requirements of talent training, it is impossible to have a complete academic year system or a complete credit system. In terms of resource allocation methods, there are two types: the credit system and the academic year system. Configuration methods may coexist. Therefore, the change from the academic year system to the credit system is not simply to replace one resource allocation method with another, but to find an optimal combination point between the two resource allocation methods to achieve Obtain maximum school-running benefits and talent training quality benefits with minimal resource consumption.
Contract function
The traditional understanding of the teacher-student relationship is based on a knowledge transfer relationship and a moral upbringing relationship. This understanding makes teachers often act as knowledge disseminators or moral preachers. As a teacher, he teaches students through words and deeds, and even gives teachers the responsibility of guardianship. "If the teacher is not strict, the teacher will be lazy." School departments often educate and manage students from the perspective of guardians or managers. Due to this misunderstanding, schools are often in a misplaced and very embarrassing situation.
In actual teaching reforms, this contractual function of the credit system can be seen everywhere. For example, the penetration of market behavior into higher education makes charging by credit necessary. On the one hand, this reform will push schools to accurately calculate the school running costs and education costs of each course, improve school running efficiency, enhance the school's awareness of teaching according to law, and achieve internal democratic management. On the other hand, this reform will increase each student's awareness of self-discipline and be more cautious when choosing courses, thereby helping to cultivate students' awareness of integrity and credit, and cultivate students' sense of responsibility and obligation.
Classification and diversion function
In the past academic year teaching management, because the talent training objectives were relatively single, the types were single, and the courses were highly structured and specialized, it was difficult to achieve the goal of talent training. Diversion and classification are also one of the important reasons for the current credit system teaching reform.
For example, in the current credit system teaching reform, many colleges and universities have introduced free major transfer and implemented enrollment according to major categories. The first and second grades are not divided into majors, and the third and fourth grades are based on students’ interests and hobbies. and trend classification training, thereby changing the talent training model from the single academic elite type in the past to a diverse talent training model such as academic, applied and composite types. These practices are not so much about increasing students' learning freedom, but from the perspective of social stratification, they are actually a diversion and screening of talents.
Baidu Encyclopedia-Credit System