生活世界理论与大学通识课程体系构建  

The Life-world Theory and the Construction of the University General Education Curriculum System

作　　者：陈明[1,2] 王骥 CHEN Ming;WANG Ji

机构地区：[1]华中科技大学教育科学研究院,湖北武汉430070 [2]嘉应学院发展规划与教育科学研究所,广东梅州514015 [3]南京信息工程大学教师发展与教学评估中心,江苏南京210044

出　　处：《高教发展与评估》2019年第3期88-97,I0007,I0008,共12页Higher Education Development and Evaluation

基　　金：教育部人文社会科学研究2017年度规划基金项目“‘双一流’建设背景下大学核心竞争力中介平台论研究”(17YJA880007)

摘　　要：生活世界理论的提出与发展实现了当代哲学的重大转向,其根本旨趣与实现马克思人的全面发展教育目的密切契合。通识教育课程体系的设计在强化大学本科教育内涵和提升人才培养质量中具有基础性与核心性地位和作用。植根生活世界理论,从学科逻辑转向生活实践逻辑,遵从国际21世纪教育委员会“教育四支柱”原则,结合时代特征及教育原理,从哲学基础、现实问题、理论来源及体系重构四方面,建构“学会做人、学会做事、学会学习、学会研究”的“四元”与“是什么、为什么、如何知、如何行”的“四维”,构成“四元四维”的大学通识教育课程体系,是突破西方核心课程体系局限、实现马克思人的全面发展教育思想的有益探索。The theory of the life world has realized the important turn of contemporary philosophy, and its fundamental purpose is in close agreement with the goal of realizing the comprehensive development of Marx’s human’s all-round development. The general education course system plays a fundamental and core role in strengthening the education content and in improving the quality of talent cultivation. Based on the life-world theory, from the subject logic to life practice logic to comply with the international commission on education in the 21 st century "four pillars" education principle, combined with the feature of era and the education principle, four aspects of philosophical foundation, realistic problems, theoretical sources and system are reconstructed. "Four Fields", namely, "learning to be, learning to do, learning to learn, learning to study" are constructed as well as "Four Dimensions" including "what, why, how to know, how to act". The university general education course system based on "Four Fields and Four Dimensions" is constructed. It is a beneficial exploration to break through the limitations of western core curriculum system and realize the comprehensive development of Marx’s human thought education.

关 键 词：生活世界理论 通识教育 课程体系 “四元四维” 

分 类 号：G642[文化科学—高等教育学]