工科高等院校人文通识课程实施的困境与对策  

The Dilemma and Countermeasures of General Education Courses in the Science and Technology Universities

作　　者：冯英[1] FENG Ying(Center of General Education,Guangdong University of Technology,Guangzhou,Guangdong 510006)

机构地区：[1]广东工业大学通识教育中心,广东广州510006

出　　处：《湖南第一师范学院学报》2020年第3期73-79,共7页Journal of Hunan First Normal University

基　　金：2017年广东省教学改革项目“OBE理念下工科高等院校人文通识课程的改革与实践”(粤教高函[2018]1号)。

摘　　要：人文通识课程是工科高等院校实行通识教育的最主要手段,30余年来尽管取得了许多成绩,但仍然存在着课程设置不规范、教育目标不明确、教学设计不合理等问题。这使得一些人文通识课程沦为专业概论课、文化通俗课甚至“水课”,极大地影响了人文通识教育的效果。对此,工科高等院校必须根据通识教育理念和本校的办学定位及特色树立明确的人才培养目标,构建科学的人文通识课程有机体系,加强课程建设,转变师生观念,贯穿通识思想,激发学生兴趣,才能最大程度发挥人文通识课程的功能,推动通识教育卓有成效地实施。General humanities courses are very important means to carry out general education in science andtechnology universities. Achievements have been made in the past 30 years. However, there still exists some problems,such as arbitrary settings of general education curriculum, unclear courses objectives, unreasonable courses instructionetc. The problems result in the introductory courses, popular culture courses, and even “hollow courses”. Therefore,science and technology universities must set up a clear talent training goal according to the general education conceptand the school running orientation and characteristics of the University, build a scientific organic system of general humanitiescourses, strengthen the course construction, change the concept of teachers and students, run through thegeneral ideology, stimulate students’interest, so as to maximize the function of general humanities courses and promotethe effective implementation of general education.

关 键 词：工科院校 人文通识课程 困境 对策 

分 类 号：G642[文化科学—高等教育学]