日本通识教育的两次转向:从通专并行到通专融合  

Two Shifts of General Education in Japan:From Dichotomy to Integration

作　　者：刘业青 王可 林杰[1] Liu Yeqing;Wang Ke;Lin Jie

机构地区：[1]北京师范大学国际与比较教育研究院,北京100875 [2]北京师范大学教育学部,北京100875

出　　处：《江苏高教》2022年第9期49-61,共13页Jiangsu Higher Education

摘　　要：日本通识教育历经了三个阶段:早期是形塑精英人格的教养教育,二战后导入美国理念而改制成为培养公民的一般教育,20世纪末至今,复归培养创新人才综合胜任力的新教养教育。伴随通识教育的内涵演变,日本大学的通识教育与专业教育关系发生两次转向,从通专分轨到通专并行,再到通专融合。转向的动因是社会结构性变动导致的知识生产模式转型与高等教育人才定位调整。日本通识教育从精英化到大众化再到专业化发展的新阶段,通专融合的实质是改造传统通识,构建专业教育所需的通识,以“作为专业基础的通识、提升跨界智慧的分段通识、全面整合专业教育的通识”三种类型推动通专融合。但指涉人格与精神的教养遗产,是通识教育保留的独立域。General education in Japan has gone through three stages: in its early stage, it was the cultivation of elite personality;after the Second World War, it was transformed into the general education of cultivating citizens by following American model;from the end of the 20th century to now, it has returned to the new cultivation of innovative and comprehensive competence. With the evolution of general education, the relationship between general education and professional education in Japanese universities has undergone two shifts: from separation to the parallelization, then to integration. The cause of shift is the transformation of knowledge production mode and the adjustment of higher education commitment. After shifting from elite to popular and then back to professional development, the essence of the integration of general education in the new stage is to transform traditional general education and build the general education required for professional education. The integration of general education is promoted with three types: "general education as a professional basis", "segmented general education to enhance cross-border wisdom", and "general education to comprehensively integrate professional education". However, the upbringing heritage, which refers to personality and spirit, is an independent domain preserved in general education.

关 键 词：通识教育 教养教育 通专融合 

分 类 号：G640[文化科学—高等教育学]