美国AP课程实施成功因素分析-高等教育学专业毕业论文.docxVIP

I I 摘 要 AP 课程又名大中学先修课程，大中学衔接课程等，是高中教师在大学委员 会的指导下为高中生设计的旨在提前修学大学一年级课程的计划，亦即学生在高 中二、三年级可以修学相关的 AP 课程，在完成课业后参加统一的 AP 课程考试， 取得的学分可抵作大学学分。这不仅缓解了高中阶段成绩优异的学生“吃不饱” 的教学矛盾，同时也减轻了大学期间的课业压力；尽早地发掘学生的潜能，避免 学生进入大学选择专业时茫然不知所措，同时也是培养创造型人才的绝佳途径。 本文从 AP 课程成功的主要因素入手，深入分析了 AP 课程能够在短期内成功实施 并得到人们认可和赞许的主要缘由。本文共分为五大部分，第一部分为引言，阐 述了论文的研究缘起、相关文献综述、研究思路与方法以及相关概念界定、研究 意义、可能性创新；第二部分对 AP 课程做了简要的概述，首先从背景和原因两 方面阐述了 AP 课程的产生原因，其次从分布地域和所开设的课程门类两方面介 绍了 AP 课程的发展；第三部分是本文的主旨部分，主要阐述了 AP 课程的成功因 素，即从及时的完善补救措施、完善的支持体系、AP 课程自身独特优势、理论 支撑这四方面进行了详细的论述。正是这些因素才使得 AP 课程迅速的在全球开 展并得到人们的认可和嘉许；第四部分是本文的结尾，从当前我国实施近况以及 背景环境分析了 AP 课程的中国化进程，进而从认识层面和教育教学发展的必然 性提出了展望，以期尽可能早地实现“中国式的大中学衔接课程”；第五部分为 结束语，简要地说明了本文的缺陷和不足之处。 关键词： AP 课程；成功因素；分析 II II Abstract The AP course is called University High school Advanced Course, or University High School Joined Course. It is a plan for the students to study the freshman year courses in advance designed for high school students under the guidance of College Board, that is to say, the students can learn the related AP courses when they are in grade two and three in high school. After they finish their studies they can attend the united AP course exam, and the credits they get can be taken as their college credits. This is not only alleviating the teaching contradiction among the excellent high school students who “do not have enough to eat”, but also reduces the academic pressure during their university time. It meanwhile also can excavate students potential as soon as possible, and avoid being bewildered when students choose their majors after they enter the university. This also is an excellent way to cultivate creative talents. From the main factors of the success of the AP courses, this paper deeply analyzes the reasons why the AP courses can be successful and get the recognition and approval in a short time. This paper consists of five parts: the first part is the introduction to elaborate the origin of the paper research, the related literature review, research ideas and methods as well