60年来大学课程体系改革指导思想的转变  

Changes in Guidelines for University Curriculum System Reforms in the Past Six Decades

作　　者：陈兴明[1] 

机构地区：[1]厦门大学教育研究院,福建厦门361005

出　　处：《福州大学学报（哲学社会科学版）》2010年第4期96-102,共7页Journal of Fuzhou University(Philosophy and Social Sciences)

摘　　要：大学课程体系的变革都是在一定的教育思想指导下进行的,引起课程体系变革的内外部各种因素先是转化成一定的指导思想,再通过指导思想来推动课程体系的转变。新中国成立初期,形成了指导我国大学课程体系变革的专才教育思想,20世纪80年代有关通才与专才教育思想的争论,以及90年代以来大学课程体系改革指导思想的突破,对20世纪90年中后期以来我国高等学校人才培养和课程体系的改革实践,起到了积极引导和促进作用。University curriculum system reforms are conducted under the guidance of educational thoughts which are usually shaped as a result of the combination of both internal and external factors that trigger off reforms in the curriculum system.Soon after 1949,educational thoughts are focused on the training of specialized talents.In 1980s,debates erupted over the issue of general education and special education.Educational thoughts after 1990s have took an important turn,which serves to guide university training programmes and curriculum reforms in China.

关 键 词：大学课程 课程改革 专才教育 素质教育 

分 类 号：G642.0[文化科学—高等教育学]