Higher Education Self-study Exam Courses System

The thesis begins with the presence actuality of the Examination for Self-learners, from which the features of the Examination are summed up, that is, the number of education for diploma slightly decreased while the number of education for non-diploma increased, the character of continuing education is obvious, the incumbency learners and the country learners become the principal part of the Examination, the educational background of the learners are higher than those before, and the learners are younger. Based on the features, some influencing factors are analyzed, such as education, economy, conception and employment system; in addition, the Examination itself also has some disadvantages which prevented it from developing well, such as the lacking of the distinguishing feature, variety and agility of the Examination, the lacking of the practicability and pertinence in its curriculum content, the lacking of cultivating and developing the learners' abilities, and etc. Then the necessity of constructing the curriculum system is brought out.Directed by the relevant curriculum theories and curriculum views, the cultivating objectives, principles of setting curriculum, the curriculum structure and so on are put forward for the special education. Mainly stated are the following proportions in the curriculum structure, that is, the public basic courses and the specialty courses, the theoretical courses and the practical courses, the compulsory courses and selective courses, the courses for degree and the courses for non-degree, the national courses and the non-national courses. Whether the curriculum structure is reasonable or not should be tested by the curriculum evaluation. Therefore the patterns of evaluation are introduced in the thesis, and then the evaluation principals and methods are set forth, such as the variety of evaluators, the variety of evaluating methods, and the variety of evaluating techniques. Some relative aspects to the curriculum constructing are dealt with at the end of the thesis, which include the curriculum administration and the power partition, the compiling of the textbooks, the teaching and management in some assistant-learning units, the examination programs of the specialties and the general outlines of the courses.