Core Viewpoint - The recent trend among universities to reduce the total credits required for graduation reflects a shift towards enhancing the quality of education by eliminating "water courses" and focusing on more practical and relevant learning experiences [1][3][29] Group 1: Reasons for Credit Reduction - Several universities, such as Donghua University and Fudan University, have announced reductions in required graduation credits, with Donghua reducing from approximately 180 to under 160 credits, equating to about 10 fewer courses [1][3] - The reduction aims to eliminate outdated and redundant course content, allowing for a more streamlined and relevant curriculum [3][5] - The emphasis is on increasing the difficulty and density of courses while integrating practical training to enhance students' real-world skills [5][9] Group 2: Characteristics of "Water Courses" - "Water courses" are defined as classes that lack engaging content, where instructors do not invest effort, and students find little benefit, often leading to a preference for easier courses [7][9] - The existence of these courses is attributed to both a lack of instructor engagement and students' focus on GPA, which drives them to select less challenging classes [7][9] Group 3: Educational Reform and Student Development - The credit adjustments are seen as a way for universities to provide students with more time for self-exploration and to foster innovative talent [9][10] - New course offerings, such as project-based classes and those focused on artificial intelligence, are being introduced to align with industry needs and student interests [12][17] - The integration of practical experiences into the curriculum is becoming a trend, encouraging students to apply theoretical knowledge in real-world scenarios [13][15] Group 4: Evaluation System Innovations - Some universities are reforming academic evaluation methods, allowing students to substitute innovative projects for traditional thesis requirements, thereby promoting creativity and practical skills [22][24] - The goal is to create a more comprehensive evaluation system that values independent problem-solving and innovation [26][28] Group 5: Overall Educational Trends - The reforms in credit requirements and course structures indicate a broader shift in higher education from knowledge transmission to capability development, emphasizing personalized and autonomous learning [29] - The ultimate aim is to cultivate versatile, well-rounded talents who can adapt to changing environments and contribute value in various contexts [29]

更重要的是，我们要从这种培养转向里，看到高等教育的深意：通过提供更加开放包容的培养环境，让 更多理论基础扎实、科研兴趣浓厚、学术潜能显著的学生脱颖而出，以更好地服务我国的科研事业与社 会经济发展。 转自：光明日报客户端 近日，南京航空航天大学发布《关于开展本科生高水平创新成果替代毕业设计（论文）试点工作的通 知》，明确2026届本科毕业生可申请用高水平竞赛获奖、创新实践项目结题、学术论文发表、发明专利 授权四类成果，替代毕业设计（论文）。也就是说，本科生不写论文也能毕业。 这一消息经由媒体报道，引发广泛关注。其实，"不写论文也能毕业"，并不算一个新政策、新事物。在 教育部《普通高等学校学生管理规定》中，学生毕业与是否完成论文并不严格挂钩。今年1月1日正式施 行的《中华人民共和国学位法》也首次在法律层面明确"学位论文"和"实践成果"均可作为申请学位的重 要依据。而在南京航空航天大学之前，中国科学技术大学、杭州电子科技大学、浙江农林大学等高校， 在此方面也都有所尝试。此番南航的"入列"意味着，以多元实践成果替代传统毕业论文，正在成为越来 越多高校的共同选择。 不写论文也能毕业，给了学生们一种多元选择。如果一些学生 ...

清华、华东师大、复旦等高校也在陆续调整评价体系。 近年来，我国部分高校探索取消或弱化应用已久的绩点制。 据浙江师范大学微信公众号消息，该校为切实减轻学生学业负担，激发学生内生学习动力，学校全面启 动P/NP课程评价改革。此次改革以优化学业评价机制为核心，旨在破除"唯绩点论"，给予学生更多试错 空间，引导学生进行自主个性化发展。 消息显示，该校教务处统筹推进公共基础课程和教师教育课程的试点实施，各学院在专业方向课、专业 拓展课和综合实践课等模块中设置6-10学分的二级制评价课程。自2025级起，全校所有专业的300余门 课程（占课程总数10%左右）将全面试行P/NP课程评价，成绩不计入学分绩点，引导学生更注重学习过 程与能力提升。此次改革将学业评价方式作为撬动人才培养模式改革的支点，切实推动教育教学质量和 人才培养水平的持续提升。 据媒体报道，7月25日，北京大学在校内网发布《关于进一步做好本科学业评价工作的通知》，内容包 括从2025级学生起，在各类含有学业评价的工作中不再使用绩点；课程考核成绩可采用百分制或等级制 进行评定和记载（等级制成绩不换算成绩点）；不再设置指导性课程成绩优秀率指标。为了鼓励学生勇 于 ...