日本的大学通识教育研究
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摘要
近年来,大学通识教育受到越来越广泛的关注,其重要性逐渐在国内高等教育界形成共识。日本的现代大学教育在亚洲仍处于领先地位,也是最早借鉴美国大学经验,开始大学通识教育探索的东亚国家。战后的日本大学废除了偏重专业教育的旧体制,以《哈佛通识教育红皮书》为蓝本,采取了两年通识教育加两年专业教育的"二·二分段制"教育模式,使通识教育在日本大学内普及。1991年"大纲化"改革后,课程设置的裁量权下放,日本各高校纷纷对大学通识教育进行了反思与改革,二十多年来取得了大量宝贵经验。包括建立了负责大学通识教育的组织和管理,并在全校范围内对教育资源进行统合的机构,实践了"四年一贯制"等新的课程模式等。从这些经验中可以获得有益于我国大学通识教育探索的启示。
In recent years, university general education has received more and more attention, and its importance has gradually formed a consensus in Chinese higher education. Japan"s modern university education is still in the leading position in Asia, and it is also the first East Asian country to learn from the experience of American universities and begin university general education. After World War II, Japanese universities abolished the old system of professional education. Based on GENERAL EDUCATION IN A FREE SOCIETY--Report of Harvard Committee, the two-year general education and two-year professional education were adopted.General education is popularized in Japanese universities. After the "Syllabus" reform in 1991, the discretion of the curriculum was decentralized. Various universities in Japan have reflected and reformed the general education of the university. They have gained a lot of valuable experience in the past 20 years. Including the establishment of the organization to organize and manage the general education of the university, and integrate educational resources throughout the university, the implementation of the "four-year system"and other new curriculum models. From these experiences, we can get inspirations for the exploration of general education in Chinese universities.
In recent years, university general education has received more and more attention, and its importance has gradually formed a consensus in Chinese higher education. Japan"s modern university education is still in the leading position in Asia, and it is also the first East Asian country to learn from the experience of American universities and begin university general education. After World War II, Japanese universities abolished the old system of professional education. Based on GENERAL EDUCATION IN A FREE SOCIETY--Report of Harvard Committee, the two-year general education and two-year professional education were adopted.General education is popularized in Japanese universities. After the "Syllabus" reform in 1991, the discretion of the curriculum was decentralized. Various universities in Japan have reflected and reformed the general education of the university. They have gained a lot of valuable experience in the past 20 years. Including the establishment of the organization to organize and manage the general education of the university, and integrate educational resources throughout the university, the implementation of the "four-year system"and other new curriculum models. From these experiences, we can get inspirations for the exploration of general education in Chinese universities.
引文
[1]江宜桦.从博雅到通识:大学教育理念的发展与现况[J].(台湾)政治与社会哲学评论,2005,14:37-64.
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[11]陆一.21世纪日本大学通识教育再出发:东京大学与京都大学两种模式的比较[J].北京大学教育评论,2015,13(1):166-178.
[12]东京大学教学部·合文化研究科.开讲科目一览(カリキュラム).http://www.c.u-tokyo.ac.jp/info/academics/zenki/curriculum/index.html.2018(8).
[13]金耀基.大学之理念[M].北京:三联书店,2010:150.
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[15]Carnegie Foundation of Teaching Advancement,Missions of the College Curriculum:A Contemporary Re-view with Suggestions[J].San Francisco:Jossy-Bass,1977:164.
[2]哈佛委员会.哈佛通识教育红皮书[M].李曼丽,译.北京:北京大学出版社,2010:173.
[3]杨叔子,余东升.文化素质教育与通识教育之比较[J].高等教育研究,2007,28(6):4-5.
[4]王宏才,解德渤.中国通识教育20年:进展、困境与出路[J].厦门大学学报(哲学社会科学版),2015,6:21-28.
[5]陆一.教养与文明:日本通识教育小史[M].北京:生活·读书·新知三联书店,2012:71-88.
[6]细谷俊夫.新教育学大事典(7)[Z]东京都:第一法规,1990:149.
[7]一般教育学会.大学教育研究の课题-改革动向への批判と提言-[M].东京:玉川大学出版部,1997:334-335.
[8]文部科学省.「我が国の文教施策」(平成3年度)大学设置基准等の大纲化と自己评.http://www.mext.go.jp/b_menu/hakusho/html/hpad199101/hpad199101_2_150.html.2018(8).
[9]刘爽,李曼丽.日本大学之通识教育变革(1991-2015):进步亦或倒退[J].清华大学教育研究,2016,37(1):39-46.
[10]史媛媛.日本国立大学通识教育改革动向与争议[J].比较教育研究,2018,4:75-85.
[11]陆一.21世纪日本大学通识教育再出发:东京大学与京都大学两种模式的比较[J].北京大学教育评论,2015,13(1):166-178.
[12]东京大学教学部·合文化研究科.开讲科目一览(カリキュラム).http://www.c.u-tokyo.ac.jp/info/academics/zenki/curriculum/index.html.2018(8).
[13]金耀基.大学之理念[M].北京:三联书店,2010:150.
[14]东京大学合文化研究科·教养学部の历史.http://www.c.u-tok yo.ac.jp/info/about/history/development/index.html.2018(8).
[15]Carnegie Foundation of Teaching Advancement,Missions of the College Curriculum:A Contemporary Re-view with Suggestions[J].San Francisco:Jossy-Bass,1977:164.