素质教育与大学教育改革  

Reforming of University Education Caused by Suzhi Education

作　　者：庞海芍[1,2] 郇秀红[1] 

机构地区：[1]北京理工大学教育研究院 [2]中国高等教育学会大学素质教育研究分会,秘书长北京100081

出　　处：《中国高教研究》2015年第9期73-78,共6页China Higher Education Research

基　　金：国家社会科学基金项目"以学生为本的专业选择与高等教育制度创新研究"(项目批准号:13BGL127)的研究成果

摘　　要：以文化素质教育为切入点和突破口的素质教育,在中国大学已经开展了20余年,尽管其概念和内涵已经发生一些漂移和变迁,但由其引发的大学教育的三大变革却意义深远。一是教育理念发生了深刻变化,从强调培养专才转向更注重提高学生的综合素质,从"制器"走向"育人"。二是本科教育课程体系发生了巨大变化,通识选修课从无到有,质量不断提升;公共基础必修课的设计思路也在发生变化,与通选课一起发挥素质教育作用。三是引发了"通识教育基础上的专业教育"本科培养模式改革试验。Beginning from the 1990 s, Suzhi education which is a core concept and new education idea with Chinese characteristics, caused three great reform in university education. There are mainly three aspects. First, it is the profound changes of education purpose and philosophy. Chinese education used to overemphasize specialized training. In the 1990 s, it created Suzhi education which implied that the basic goal of education system reform is to raise the comprehensive（including moral, intellectual, physical and aesthetical） quality of all students. Universities and colleges should not just train specialists but cultivate educated men. Second, the curriculum structure changed greatly. Many universities are taking various measures to enforce general education curriculum, which played a very important role in broadening students＇ horizon, improving their knowledge structure, and balancing with professional education. Third, some universities started to do the experimental exploration of undergraduate cultivation mode which named ＂professional education based on general education with a wide range of knowledge＂. They tried to foster the aims of Suzhi education through reform of university structure and management system innovation.

关 键 词：素质教育 通识教育 大学教育改革 通识课程 

分 类 号：G642.0[文化科学—高等教育学]