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Citation: Huang JK, Wan GC, Tong MS (2021). Characteristics, Causes and Countermeasures of Homogenization on Instructional Model of Universities in China. J. Edu. Res. Rev. 9(12): 303-308. doi: 10.33495/jerr_v9i12.21.162.
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The trend of homogenization on instructional model of university in China falls into the knowledge-centered teaching principle, instructional behaviors that attach importance to teaching but downplay learning and interaction, and education evaluation that emphasizes result rather than process, and focuses on quantity rather than quality. The major causes for the homogenization of university instructional model are as follows: the ambiguous understanding of the status and role of university instruction, the divorce of instruction from both social practice and the frontiers of scientific development, the deficiency of intrinsic dynamic for innovation and indispensable institutional environment for reform. In order to change the homogenization of instruction model in building high level universities in China, we must be fully aware of the role of instruction reform in university, establish philosophical principles for innovating instruction, construct an open instruction system integrating theory with practice, vigorously explore the student-centered teaching methods, advocate interactive teacher-student relationship, and create scientific instruction evaluation system.

Keywords  Homogenization   instructional model   university