高校人文素质教育政策的变迁与展望  

Changes and Prospects of Humanistic Quality Education Policies in Colleges and Universities

作　　者：李美珍 祁占勇[1] LI Meizhen;QI Zhanyong

机构地区：[1]陕西师范大学教育学院,陕西西安710062

出　　处：《高教发展与评估》2020年第1期59-68,114,115,共12页Higher Education Development and Evaluation

摘　　要：人文素质教育是通过知识传授、自身实践及环境熏陶等教育方式,将人类优秀文化成果内化为受教育者相对稳定的气质、修养、人格的过程。改革开放40年以来,中国高校人文素质教育政策经历了初步酝酿(1978-1994年)、探索发展(1995-2004年)及深入发展(2005年至今)三个阶段;遵循着以价值负载指导服务分配的政策内涵取向、以质量提升为宗旨的政策内容发展观、以人财物规范为抓手的政策执行保障等演进逻辑。未来中国高校人文素质教育政策应完善政策内容发展的长效机制,强化政策执行的过程保障机制。Humanistic quality education is the process of internalizing the outstanding cultural achievements of human beings into the relatively stable temperament,cultivation,and personality of the educated through education methods such as knowledge transfer,own practice,and environmental influence.In the 40 years since the reform and opening up,the humanistic quality education policy in Chinese universities has undergone three stages:preliminary brewing(1978-1994),exploration and development(1995-2004),and in-depth development(2005-present).It follows the evolutionary logic of policy connotation orientation that guides service distribution with value load,policy content development concept with quality improvement as its purpose,and policy execution guarantee with human,property and material standards as the starting point.In the future,the humanistic education policy of Chinese universities should improve the long-term mechanism for policy content development and strengthen the process guarantee mechanism for policy implementation.

关 键 词：人文素质教育 教育政策 人才培养 课程管理 教师选拔 

分 类 号：G649[文化科学—高等教育学]