Abstract
Entering the 21st century, the development momentum of holistic education in China’s higher education can be described as rapid progress. General Secretary Xi Jinping emphasized at the National Education Conference that efforts should be made to enhance comprehensive quality and educate and guide students to cultivate comprehensive ability and cultivate innovative thinking. The Outline of the 13th Five-Year Plan clearly states that the training system of academic and applied talents classification, holistic education, and professional education combination shall be implemented. Holistic education is becoming more and more prominent in the cultivation of high-quality interdisciplinary talents in colleges and universities, and its importance in educational reform has been recognized. However, there are still some problems in holistic education, such as unbalanced development among core modules, separation of theory and practice in the actual teaching process, single classroom mode and low interest of students, and lack of relevant teacher resources. This paper introduces the experience of holistic education curriculum exploration in Sanquan College of Xinxiang Medical University. In the construction of the core modules of the curriculum, the content of the modules is clear, and the cross-module is emphasized; in the curriculum design, a multidimensional combination of theory and practice is required; the construction of the teaching staff is based on the long-term perspective, and the classroom assessment is scientific and objective. The research aims to provide a certain reference for the construction of holistic education courses.
Highlights
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5.1. e Main Measures of Curriculum Reform: e Construction of the Seven Core Modules of Holistic Education in the Sanquan College of Xinxiang Medical University. e goal of holistic education in the school lies in five dimensions: belief, attitude, thinking, humanities, and ability, in order to comprehensively improve students’ ability to adapt to social needs and self-improvement. e construction goal of holistic education is to name the courses according to the method of courses, offer compulsory courses and elective courses, and combine the different curriculum forms of holistic education: theory courses, practical courses, and theory and practical courses to make all courses’ content fall into the category of seven major modules
For the construction of the holistic education curriculum system of Sanquan College, we compare the effects of holistic education courses with the educational goals to judge the results of the holistic education curriculum development and give feedback on the holistic education curriculum construction and optimize the education goals
Summary
College teachers generally lack the enthusiasm to carry out holistic education courses, and their willingness to participate in holistic education is relatively low [20]. How to improve the teaching level of part-time teachers, further improve students’ learning initiative and unsatisfactory teaching quality [21, 22], and improve the efficiency and quality of holistic education and teaching management for teachers is the problem that needs to be solved to promote the development of holistic education and teaching. Under the background of vigorously developing higher education, how to construct a perfect assurance and evaluation system that can be applied in teaching quality of higher education is one of the important tasks of colleges and universities. A sound teaching quality assurance and evaluation system can promote the sustainable and health development of higher education. Some colleges have specific evaluation standards for holistic education, but there are still some problems such as being subjective, general evaluation standards, and lack of theoretical support. erefore, a scientific and reasonable holistic education quality evaluation index and the system can clarify the purpose of holistic education and strengthen the quality of holistic education
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