我国大学通识教育:内涵及实施研究述评  

General Education in Chinese Universities:A Review on Connotation and Implementation Study

作　　者：刘旭[1] 梁婷[1] 

机构地区：[1]湖南师范大学教育科学学院,湖南长沙410081

出　　处：《大学教育科学》2011年第4期15-19,共5页University Education Science

基　　金：湖南省教育厅重点项目"教师课程意识与高校本科教学改革研究"(08A04)

摘　　要：关于通识教育的内涵,存在着广义和狭义的理解,并与博雅教育、通才教育、素质教育等有着复杂的关系。关于通识教育的实施,研究者们认为在培养目标、课程设置、实施渠道、教学评价机制和制度因素等多方面存在许多问题。对于这些问题,已有研究主要从历史与现实的角度进行了归因。关于深化大学通识教育的对策,研究者们提出了合理定位通识教育、改革通识课程、加强机构与制度保障等多方面建议。面向未来社会发展对高等教育人才培养的要求,通识教育研究还需要深入挖掘"通识"的本质,进一步明确通识教育的内涵,深入思考如何在大学教育教学改革实践中充分体现通识教育的精神,同时努力在国际化背景下形成具有中国特色的通识教育认识体系。There exist two different understanding of general education from the broad sense and narrow sense, and which have a complicated relationship with liberal arts education, liberal education, and quality education etc. In the respect of the implementation of general education, researchers argue that there exist several problems in cultivation objective, curriculum, implementation channel, teaching evaluation mechanisms and institutional factors and so on. And these problems are analyzed from the perspective of history and reality. To deepen general education in universities, it is suggested to orientate general education equitably, reform curriculum and strengthen institutions and systems assurance. According to the requirements proposed by future social development for higher education, it is necessary to probe deeply into the nature of general education, make further clear of the connotation of general education, think over carefully how to reflect the spirit of general education in the practice of university education reform, and try to form a cognitive system of general education with Chinese Characteristics under the background of internationalization

关 键 词：大学 通识教育 研究综述 

分 类 号：G642[文化科学—高等教育学]