From Exam to Empowerment: The Transformation Path and Innovative Practice of Argumentative Courses
Abstract
Amid integrated higher education and career development, argumentative courses fail to meet modern civil service competency needs and higher education’s “nurturing virtue and talent” goal due to rigid “exam-focused” models. Traditional courses have issues: imbalanced positioning, and disjointed curriculum.
Reform strategies include:1) Precise objectives balancing exam skills and comprehensive literacy.2) Optimized content: a “realityoriented, project-driven, interdisciplinary” system with dynamic case libraries, simulated government projects, and cross-discipline modules. 3) Innovative teaching: 4-6 member groups and 2-3 annual mock civil service exams. 4) Improved curriculum chain: a “basic-professional-comprehensive” three-level structure, with regular teacher sessions and a “Course Synergy Manual” to avoid duplication/gaps.
This transformation adapts to civil service exam shifts and explores higher education’s mission.
Reform strategies include:1) Precise objectives balancing exam skills and comprehensive literacy.2) Optimized content: a “realityoriented, project-driven, interdisciplinary” system with dynamic case libraries, simulated government projects, and cross-discipline modules. 3) Innovative teaching: 4-6 member groups and 2-3 annual mock civil service exams. 4) Improved curriculum chain: a “basic-professional-comprehensive” three-level structure, with regular teacher sessions and a “Course Synergy Manual” to avoid duplication/gaps.
This transformation adapts to civil service exam shifts and explores higher education’s mission.
Keywords
Argumentative courses; Curriculum reform; Civil service exam; Competency cultivation; Interdisciplinary integration
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DOI: http://dx.doi.org/10.18686/ahe.v9i4.14215
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