中国高校通识教育价值理念与实践逻辑的有效建构

近年来,随着我国高校本科教育改革的深入推进,通识教育改革受到愈来愈多高校的重视和青睐,但是囿于我国高校传统专业教育体制和思想观念的束缚和对通识教育理念认识的不足,导致高校通识教育改革陷入进退维谷的实践困境之中,如“专业本位”的实践逻辑削弱了通识教育的基础性地位;多学科的折衷平衡消解了通识教育的核心价值;通识教育的“课程化实践”遮蔽了文化育人的体系化建构等等。对此,我国高校亟需摆脱旧有观念和体制的禁锢,确立“文化育人”的通识教育核心理念,促进通识教育多元文化的有机融合,构建起全员参与、多元协同的育人体系,进而推动通识教育理念与实践的创新发展,提升学校创新人才培养质量。     

大学通识教育理念的嬗变与创新--一种基于过程教育哲学的后现代视角

在后现代社会转型时期，如何创新通识教育理念，提升高等教育质量，实现培养具备“远大眼光、通融识见、博雅精神和高尚情操”的社会公民的核心目标是一个根本性的问题。时代的转变呼唤着一种后现代的有机教育观，以一种基于过程教育哲学的后现代视角审视我国通识教育理念的嬗变与发展现状，对探索和创新我国高校通识教育理念的新路径有着重要的启示。只有积极创新教学模式、构建核心课程体系、打造一流教师队伍和提升校园文化建设质量，才能促进通识教育和专业教育的兼容并蓄、和谐并存，才能有效地推进我国高等教育理念的转变与创新，最终适应社会变革潮流，走向高等教育强国之路。     

我国高校通识教育与专业教育融合的问题研究

通识教育与专业教育是高等教育的两个重要组成部分,两者的融合对促进人的全面发展和高校发展有着重要的意义。但在我国的高校中,通识教育与专业教育之间矛盾重重,两者的融合尚处于起步阶段。我国高校通识教育发展不完善、大学功利主义和实用主义思想的盛行、大学精神的弱化等方面都是造成我国高校通识教育发展不佳、通识教育与专业教育分离的原因。     

高校通识计算机基础课程教学模式的探索

随着我国高等教育的迅速发展,通识教育的理念日益受到人们的关注。大学计算机基础课程作为提高大学非计算机专业学生信息素养和能力的入门课程,在通识教育中发挥着重要作用。本文从人格特征、认知结构、智力等三方面对高校通识计算机基础课程的教学模式进行建构。     

国内高校通识教育改革的探索与实践

大学通识教育作为一种教育理念逐渐被我国教育界所接受,国内很多高校开始对通识教育进行摸索、实验和尝试。通识教育作为一种理念,一种实践,是对高等教育专门化导致人的片面发展的一种矫正和超越,在中国大学改革的实践中,提出适合我国国情的大学通识教育实施对策,将是我国高等教育改革的一个重要发展方向。     

我国内地高校推进通识教育发展的瓶颈及对策

当前我国内地许多高校都在积极推行通识教育,然而很多高校通识教育的实施效果并不乐观.造成这种状况的根本原因何在?如何进一步推进高校通识教育的发展?这是值得广大教育工作者关注的问题.本文分析了当前我国内地高校推进通识教育发展的瓶颈,即对通识教育的理念缺乏深层次的认识,通识课程质量不高,通识课程师资力量薄弱;提出了改进高校通识教育质量的对策,即进一步深化对大学通识教育理念的认识,努力提升通识课程质量,加强通识课程师资队伍建设.     

通识教育与专业教育的两难选择——基于就业竞争视角的研究

通识教育是对高等教育过度专业化所导致人的片面发展的一种矫正和超越。尽管通识教育的理念得到了广泛的认同,但是通识教育实践却不令人满意。在我国,就业难是通识教育陷入困境的关键因素。就业竞争越激烈,专业教育就越受到重视。所以,走出通识教育困境的可行路径是将通识教育融入到专业教育之中。     

论通识教育与我国高等教育体系间的张力

通识教育的理念及施行模式与我国当前的高等教育体系之间存在着复杂的张力。它影响着人们对通识教育的理解与阐释,更对其本土化改革实践过程形成了重重制约。具体言之,这种张力主要包括三个层面上的矛盾与冲突。首先,在高等教育的整体发展理念上,通识教育的引进带来了自由主义和集体主义、人文主义和科学主义、以人为本和以社会为本、扎实育人和追求实用、改进学习方法和扩展知识体系等方面的矛盾;其次,在高校管理体制上,通识教育与我国高校现有的专业结构、行政管理体制、课程体系、师生管理体制、跨校合作机制等方面都存在着冲突;再次,在高校的课程设置与教学过程中,通识教育所带来的冲突广泛存在于课程内部结构、课程内容、课程形式、授课主体等众多方面。张力的存在反映了高校内部不同利益群体之间的复杂利益博弈,同时也揭示了在矛盾中寻求和谐统一的可能性。正确认识和对待这种张力需要将通识教育的核心精神同我国国情有机结合起来,探索和建立有中国特色的通识教育课程体系。     

我国高等教育通识课程设置与实施的问题及对策——以兰州大学为例

现代通识教育(general education)是高等教育领域针对专业主义教育和职业主义教育而产生的教育理念与教育模式。推行通识教育,是我国高等教育人才培养模式改革的核心内容。本文基于我国通识教育发展现状的分析,以比较的视角,探讨了兰州大学通识教育课程设置与实施中存在的通识课程数量少、所占学分比例低、课程知识领域分布狭窄、通识选修课供需矛盾突出、课程结构不合理等问题,提出了我国高等教育通识教育课程设置与实施的基本对策。     

日本大学的通识教育改革及其启示

通识教育是现代高等教育人才培养多元化和提高大学生创新能力的重要环节。以日本大学教养部为载体的日本通识教育,在20世纪90年代发生了重大改革,从而引起了世界范围内对通识教育的普遍关注,并产生了巨大学术效应。我国高校实施通识教育应确立现代意义上的通识教育理念;改革现行学科设置,构建通识课程体系与教育模式,其途径是把通识教育与专业教育融合,实现在课程设计上的统一和渗透。     

Transcending the Nature of Refinement: The Policy Development on Liberal Arts Education in China

Abstract

Liberal arts education is based on a philosophy that uses an interdisciplinary curriculum to cultivate critical thinking, creativity, moral reasoning, analytical skills, and a sense of social responsibility. As China continues to invest in higher education, faculty, administrators and policy makers are aware that a narrow focus on professional and scientific training is insufficient to enable students to meet today’s global needs and challenges. Through qualitative and quantitative research and document analysis, this article examines Chinese policy development and transformation regarding higher education and liberal arts education in general, and the current state of liberal arts education in three universities in Shanghai in particular.     

构建文科高职大学语文课程的实践探索

人文素养是文科高职生综合素质的基本要求。因此,构建文科高职大学语文课程要实现对"人"的关注,课程目标要实现专业技能与人文素养的同步培养,课程内容要追求经典、高雅和具有理想的文字作品。在构建文科高职大学语文课程实践中,应凝练课程教育理念,丰富学生职业化的文化内涵;精选经典教学内容,契合时代形成共鸣;教师主导,深度挖掘文学作品的内涵;以学生为主题,创新教学方法。     

Boya education in China: Lessons from liberal arts education in the U.S. and Hong Kong

In this paper, taking as our point of departure the importance of China’s “boya” education (BYE) and the West’s liberal arts education (LAE) in an era that will be increasingly dominated by information technology (IT) and Artificial Intelligence (AI), we examine the importance of BYE in Mainland China and LAE in the U.S. and Hong Kong. We argue that (a) the recent resurgence and growing significance of LAE in the world has been due to the right skill sets it provides in the information technology era in which many new jobs will be created and existing jobs destroyed ; (b) professional or technical training is not only compatible with the fundamental values of boya or liberal arts but also important in showcasing the strengths of BYE and LAE; (c) the combined benefits of BYE or LAE and professional or technical training may be achieved by adopting the main features of LAE such as its broad-based curriculum and whole-person development approach to undergraduate education or by combining a student's undergraduate and postgraduate studies over time; and (d) for BYE to achieve its goals in China it should occupy a central rather than tangential role in the undergraduate curriculum.     

Cultivating Citizens with Confucian Cosmopolitanism: Defining the Purpose of Liberal Arts Education in the Asian Context

In contrast to the continued decline of liberal arts education in the US, there has been a revived interest in liberal arts education in Asian countries in recent years. Grounded in a comprehensive understanding of the central tenets of liberal arts education in the West, this paper looks into the struggles Asian countries face in their exploration of liberal arts education and provides a direction for Asian countries in their efforts to practice liberal arts education. This paper establishes the deep connections between humanistic approaches of the Confucian tradition and liberal arts education by pointing to a common ground for the education of humanity. Ultimately, the purpose of liberal arts education, in the East as well as in the West, should be the liberation of human beings from the constraints of ignorance, prejudice and traditional customs and through the cultivation of a cosmopolitan morality that emphasizes unity, solidarity and the fusion of humankind. Chinese universities should contemplate the purpose and value of higher education in the 21st century and tap into the rich resources of Confucianism in order to give its liberal arts education a “soul.”     

‘Who would be free,herself must strike the blow‘ 1The National Union of Women Teachers,equal pay,and women within the teaching profession

Given American higher education’s origins in British practice, it is surprising that training in the traditional ‘learned’ professions follows such different patterns. Most strikingly, such training is post‐graduate in the United States while it is often a first degree programme in Britain. Intriguingly, in the middle nineteenth century, the pattern was closer to the opposite. This paper examines why that reversal occurred and how the current American practice came into being. At the centre of the analysis is the revival and success of the fin de siécle America liberal arts college. Seemingly headed for oblivion in the face of the German model of specialized higher education and dissatisfaction with its Classical curriculum, the colleges re‐invented themselves, becoming a rite of passage for the emerging upper middle class. Their desire to become gateways to the professions intersected symbiotically with those of the professional elites seeking to regain control of their professions.     

通识教育与专业教育内涵界定与历史探源

通识教育和专业教育作为一对概念并不是水火不容的,它们有着共同的渊源——文雅教育,在中世纪大学形成之后的发展历程中,通识教育与专业教育就互相交织在一起,各自的内涵也在发生着变化,通识教育经历了从文雅教育到古典人文教育到现代人文教育和通识教育的转变,而专业教育则不断向精深化方向发展。在世俗、皇权、政权、学术、知识等多重力量的博弈下,通识教育和专业教育各自凸显自身的价值。     

我国在线高等教育发展的国际比较及推进策略

我国历来从战略上重视信息技术发展及其对教育的革命性影响。近20年来我国在线高等教育课程及其平台建设,与世界在线高等教育课程的发展节奏基本保持一致,且起点较高,但在学科类型、课程提供主体、课程语言、教学形式和课程共享性等方面,与其他国家相比存在差异。就国际影响力而言,我国在线高等教育课程还存在以下不足:在线课程开发缺乏全球化视野,课程内容及质量国际吸引力不足;在线教育平台建设机制不灵活,世界范围内传播效率不高;教师信息化素养不高,开展国际在线教学动力不足;在线教育缺乏质量标准和学分互认体系,国际认可度不高;高校内部支撑体系不完善,缺乏线上与线下的融合发展。对此,提出以下建议:加强顶层设计,整体布局规划;多方协同推进,打造中国品牌;引领标准建设,拓展国际空间;打磨专业团队,贡献中国智慧。     

文科物理课程定位及其教学的探讨

文科物理课程可以培养学生的科学素质,通过给出科学素质的涵义,并结合授课对象的认知等特点确定了课程更多是培养学生的科学思想方法和科学精神,强调了课程的通识教育性质。结合我校文科类物理素质选修课开设的实践,从课程的授课内容、教学方法、教学测评等方面给出了开设有特色的文科物理课程的建议。     

Initial teacher education in the university ‘My little ship,how ill-laden you are’

Initial teacher education programmes in universities must meet the needs of varying constituencies. Politicians, school leaders and academics, for example, understandably seek to influence how these programmes should look. Given the importance of well-qualified teachers for the building of effective schools, it is right that a range of stakeholders should have their say. The Donaldson Report on teacher education in Scotland (2011) has much to say regarding the academic content of teacher education programmes. It offers food for thought for those wedded to the ‘craft’ model of teacher education. Academic rigour and breadth of experience cannot be seen as inimical to the need to ensure that newly qualified teachers are, indeed, ready to teach. The rediscovery of liberal approaches to education studies and the value of the liberal arts can be key components of a reimagined teacher education process.     

美国大学工程技术学位的授予研究——以美国普渡大学为例

美国大学的工程技术学位经过一个多世纪的演变已经十分完善。以普渡大学为例,工程技术学位授予的种类和其所覆盖的专业非常全面;同时,也形成了完善的学位授予标准,课程与学生综合能力是其授予标准的具体要求,第三方认证制度、招生与双学分制度又为授予标准提供了保障。我国职业本科教育在制定学位授予标准时应高度重视专业理论课程建设的质量和匹配性、探索建立我国职业教育学位授予质量保障的第三方机制、建设专业群的核心素养体系。