通识教育的历史溯源与现实关照  

The History and Reality of General Education

作　　者：王卫华[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：《集美大学学报（教育科学版）》2012年第4期41-44,共4页Journal of Jimei University：Education Science Edition

基　　金：湖南省教育厅2010年科学研究项目"教学机智的引发困境及对策研究"(10C0948);湖南省教育厅2010年教学改革研究项目"基于有效教学理论的成人高等教育模式创新与实践研究"(湘教通2010:243号)

摘　　要：通识教育思想在东西方都有着悠久的历史。从源头上分析,通识教育思想应该定位于使人通过广博知识的学习,获得精神的整全发展,它是对人本身以及人与外界合理关系的教育。通识教育所面临的现实困境是教育的应试化取向和功利化取向,它们极大地限制了学生的心智发展,并可能为学生今后的生活带来不利。所以,当前对学生进行通识教育,应着重从涵养人的德性、激发人的好奇心和培养人的责任感三个方面入手。The ideology of the general education has a long history both in East and West. Tracing back to origin, the ideology of the general education should be oriented to enable people to fully develop their spirit through vast knowledge study. It is the education that concerns human being itself as well as the reasonable relationship between people and the outside world. The realistic dilemma that the general education is facing is the exam and utilitarian orientation in the education, which greatly on their future life. Therefore, the current limits the students＇ mental development and could have adverse effect general education should focus on three aspects as follows： fostering hu- man virtue, stimulating people curiosity and developing their sense responsibility.

关 键 词：通识教育 历史溯源 现实关照 

分 类 号：G40-05[文化科学—教育学原理]