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The academic anomie is widespread and serious in China. One of the important factors is the long-term serious low efficiency and vicious circle of academic norms education in Colleges and universities. This paper analyzes the main reasons for the low efficiency of academic norms education in colleges and universities: many colleges and universities do not offer subject curriculum and activity curriculum of academic norms education, and there are no corresponding teaching materials of academic norms and specialist lecturers and tutors. In recent years, the academic anomie of graduate students and undergraduates has been common. Students in some key universities have been exposed to such incidents: In August 2014, Peking University Ph.D. student Yanru Yu plagiarized her paper severely [1]. In January 2017, Fudan University graduate Sijun Qiu was revoked his doctorate for plagiarism of the thesis [2]. It is not difficult to see that the issue of academic anomie has become a realistic problem affecting the quality of talent training in colleges and universities today. Some scholars have put forward beneficial insights into academic norms education. For example, Maowei Qian believes that academic norms have not become operational rules. Naturally, few people consciously abide by academic research norms, and he suggested that the practice of academic norms education should be strengthened [3]. Honglian He and others believe that with the repeated exposure of academic anomie in colleges and universities, the authenticity of academic achievements in colleges and universities has been questioned, and they suggest that a system of academic honesty and credit should be constructed in which “self-discipline” and “heteronomy” interact [4]. We believe that one of the important factors of indeed widespread and serious academic anomie in our country is the long-term serious low efficiency of academic norms education in Colleges and universities, which forms a vicious circle: universities have trained a number of students who have not received strict academic norms education, in turn, some of the students have become teachers and tutors, doctoral supervisors, deans, and principals to train such succeeding students. How could such teachers themselves who have not undergone rigorous academic norms training educate their students and make good effects on their students? In the following, we will explore the main reasons for the low efficiency of academic norms education in Colleges and universities. No Specialized Academic Norms Education Academic norms education has not been included in the formal teaching plan for a long time, therefore, the vast majority of doctoral and postgraduate and undergraduates in the academic field have hardly received rigorous training in academic norms. Academic norms education is in a state of absence, which is often carried out at random. Some teachers can attach importance to academic norms education, but mainly in the teaching of their courses and the guidance of essay writing, and the content of academic norms is often fragmented, scattered and unsystematic, basically based on their own academic experience to teach, so the teaching efficiency is unsatisfactory. Some teachers are highly competent, knowledgeable, accomplished and respected in their speciality. However, there are serious neglects in academic norms teaching, especially in the teaching of academic technical norms. Not only do they tend to inadvertently cause academic anomie themselves, but they also have insufficient understanding and guidance on the needs of students in academic norms. Therefore, whether students write a thesis or engage in scientific research, many of them are required by the teachers’ ambiguous requirements or refer to the writings and practices of the previous fellow students, which lead to academic anomie that is almost deep-rooted just like a genetic disease. Because there is no specialized academic norms education, even if students feel the necessity and importance of academic norms from the cases around them, they may unknowingly commit academic misconduct because they cannot find a systematic and comprehensive channel to accept the education on academic norms. Lack of Specialized Academic Norms Curriculum For the specific requirements of academic norms, most young students not only lack comprehensive understanding, but also lack courses that can be systematically studied. We understand the curriculum as the planning and design of educational goals, teaching content, teaching methods and educational activities. It is the implementation of the teaching plan. However, academic norms education has never opened the basic curriculum. Lack of Specialized Subject Curriculum Subject curriculum is cultural courses and subject courses in the general sense. They advocate that the curriculum should be designed with the subject as the center, and that the curriculum should be set up separately, knowledge should be selected from different subject areas, and thematic curriculum should be compiled according to the needs of teaching, so as to conduct subject-based teaching. However, academic norms are not specialized subject knowledge, and most colleges and universities do not have specialized academic norms in their teaching plans. One of the authors of the paper, as a doctoral supervisor, applied to the graduate schools and graduate teaching leaders of two universities to offer a specialized academic norms course to graduate students. The answer was negative: teaching should be arranged according to the teaching plan, and there is no academic norms curriculum in the teaching plan, so they can not offer academic norms courses for graduate students. Therefore, we pin our hopes on the revision of the teaching plan, but the question also arises: whether the academic norms curriculum should enter the teaching plan, what should be taught in the academic norms curriculum, whether the academic norms curriculum is an optional or a compulsory course, whether some adjustments in the existing writing or research methods courses can replace the academic norms and whether the teaching plan is revised by the department of the teaching unit or by Academic Affairs Office of the teaching management department.We believe that the teaching plan should be revised by the teaching unit and reviewed by the teaching committee. The academic norms course should be a basic course, which is required by all subjects and majors. It should be added as a compulsory course. A writing course or a research method course can be added to the content of academic norms curriculum, but not a substitute for it. Lack of Appropriate Activity Curriculum The activity curriculum, that is, the student-centered curriculum and the experiential curriculum, is opposite to the subject-specific curriculum. It breaks the logical structure of different subjects and the boundaries of knowledge. Students organize learning activities according to their interests, needs and abilities. Activity curriculum is equivalent to a kind of conscious self-study activity. If the academic norms curriculum is an activity curriculum, then the question is, do the students know what academic norms are? Do the students know the specific contents of academic norms? Can the students consciously learn academic norms? Where can the academic norms textbook be available? Should academic norms courses be included in the teaching plan to record credits? Does the academic norms course have instructors? If so, what is the role of the instructors? Who leads the academic norms course? The reality is that the vast majority of our students do not know what academic norms are, what the specific contents of academic norms are, and where the learning materials of academic norms come from. A doctoral student with a very good grade in a key university has ever told his classmates before the (thesis) oral defense: My dissertation is absolutely no problem in terms of norms, and I’ve paid considerable attention to the study of academic norms. In fact, although this doctoral student paid great attention to the learning of academic norms, there are still serious problems with academic norms in his dissertation, especially in the form of a lot of low-level errors. His dissertation does not meet the basic requirements of academic norms, nor does it meet the writing requirements of the university itself. His study of academic norms is sporadic, piecemeal, and unsystematic. Theoretically speaking, there are three forms of academic norms activity curriculum: one is compulsory or optional courses that are included in the teaching plan to record credits, which is different from the subject curriculum: the former is teacher-assisted learning activities, while the latter is teacher-led classroom teaching; Second, extracurricular activities, which are not included in the teaching plan and do not record credits, are organized in the following forms: activities that are led by the teaching department, activities that are led by the publicity department, and activities that are jointly led by the teaching department and the publicity department. The third are laissez-faire self-study activities, but there are differences between colleges: some of them provide, while some colleges do not provide the academic norms of materials and rules and regulations materials. Their common characteristics are lack of organized and sustained activities. In China, the majority of colleges and universities are still in the latter part of the third category when it comes to the curriculum setting of academic norms activities. We found that many students have positive and self-consciousness in the study of academic norms. However, universities have not carried out the academic norms of activity courses well, which is one of the reasons for the low efficiency of academic norms education in China. Lack of Specialized Academic Norms Teaching Materials The t

Analysis of the Reasons for the Low Efficiency of Academic Norms Education in Colleges and Universities