通识教育课程的领导与管理——哈佛大学和MIT的经验与启示  

General Education Curriculum Leadership and Management——The experience of Harvard University and MIT and its revelation

作　　者：庞海芍[1] 余静[1] 

机构地区：[1]北京理工大学教育研究院,北京100083

出　　处：《黑龙江高教研究》2016年第1期72-76,共5页Heilongjiang Researches on Higher Education

基　　金：教育部人文社会科学规划基金项目"高校大学生专业选择机制研究"(编号:11YJA880078);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"(编号:13BGL127)的研究成果

摘　　要：有效的领导与管理是大学通识教育课程成功实施的关键因素。文章选择哈佛大学和麻省理工学院为案例,详细分析了其通识课程领导与管理模式。结合中国国情,提出了通识课程的高层领导采取委员会决策模式,中层管理可采用"专门机构管理+课程委员会咨询"的混合管理模式,基层执行关键在于激发教师和学生对通识课程如何进行有效的"教"与"学"。Effective leadership and management is crucial for the successful implementation of general education curriculum in universities. In this paper,we take Harvard University and MIT as examples and make a thorough analysis of their leading and managing models of general education curriculum. And then we put forward a three- level model based on Chinese national conditions： high-level leadership,medium- level management and primary- level implementation. The high- level leadership should take a committee decision- making model,and the medium- level management should adopt a mixed model of specialized organization management plus curriculum committee consultation. At the primary level,it＇s vital to promote effective teaching and learning of teachers and students while general education curriculum is carried out.

关 键 词：通识教育 通识课程 素质教育 课程管理 

分 类 号：G649[文化科学—高等教育学]