东京大学通识教育课程体系建设研究
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摘要
战后日本通识教育的发展历经几番沉浮,在名称、地位、形式、内容上均发生过巨大的变革。这期间,只有东京大学始终肯定通识教育在人才培养中的价值,坚持以教养学部为载体向全校本科生推行为期两年的通识教育。在通识教育理念的指导下,东京大学成功构建出一套目标明确、结构合理、实施有力的通识教育课程体系,并在实践中不断加以完善。通识教育课程体系强调的"重视理念、通专融合、以质取胜",对我国高校当前通识教育课程体系建设也具有一定的启发意义。
After World War II,the development of general education in Japan has experienced several ups and downs,and great changes have taken place in its name,status,form and content.During this period,only the University of Tokyo has always affirmed the value of general education in talent cultivation and adhered to taking its Department of Quality Education as a carrier to carry out a two-year general education for all undergraduates.Under the guidance of the concept of general education,the University of Tokyo has successfully constructed a set of general education curricula with clear objectives,reasonable structure and effective implementation,and has been constantly improved in practice.It emphasizes the importance of"taking concepts seriously,integrating general education with professional education,and winning with quality",which has a certain inspiration to the current construction of general education curricula in China's colleges and universities.
After World War II,the development of general education in Japan has experienced several ups and downs,and great changes have taken place in its name,status,form and content.During this period,only the University of Tokyo has always affirmed the value of general education in talent cultivation and adhered to taking its Department of Quality Education as a carrier to carry out a two-year general education for all undergraduates.Under the guidance of the concept of general education,the University of Tokyo has successfully constructed a set of general education curricula with clear objectives,reasonable structure and effective implementation,and has been constantly improved in practice.It emphasizes the importance of"taking concepts seriously,integrating general education with professional education,and winning with quality",which has a certain inspiration to the current construction of general education curricula in China's colleges and universities.
引文
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[2]東京大学大学院総合文化研究科·教養学部.前期課程の概要[EB/OL].(2016-04-20)[2018-08-26].http://www.c.u-tokyo.ac.jp/info/academics/zenki/intro4/index.html.
[3]東京大学大学院総合文化研究科·教養学部.総合文化研究科·教養学部の歴史[EB/OL].(2017-07-27)[2018-08-30].http://www.c.u-tokyo.ac.jp/info/about/history/development/index.html.
[4]東京大学憲章[EB/OL].(2003-03-18)[2018-08-30].https://www.u-tokyo.ac.jp/ja/about/overview/b04_01.html.
[5]東京大学大学院総合文化研究科·教養学部.前期課程教育と進学選択[EB/OL].(2016-04-05)[2018-08-31].http://www.c.u-tokyo.ac.jp/info/academics/zenki/intro3/index.html
[6]胡弼成.高等学校课程体系现代化研究[D].厦门:厦门大学,2004:25-27.
[7]袁川.适应与务实:日本东京大学创新型人才培养的经验分析[J].贵州师范学院学报,2017(7):64-69.
[8]董则芳,袁川.国外高校成功培养创新型人才的经验与启示:以哈佛大学、牛津大学和东京大学为例[J].现代大学教育,2014(4):26-32.
[9]郭栋.师生比视角下我国高等教育的教师数量分析[J].河南社会科学,2014(8):97-101.
[10]東京大学大学院総合文化研究科·教養学部.図書館[EB/OL].(2018-06-07)[2018-09-03].http://www.c.u-tokyo.ac.jp/info/facilities/library/index.html.
[11]東京大学大学院総合文化研究科·教養学部.教育支援施設[EB/OL].(2016-01-22)[2018-09-03].http://www.c.u-tokyo.ac.jp/info/facilities/foreducation/index.html.
[12]東京大学大学院総合文化研究科·教養学部.教養教育の達成度についての調査[EB/OL].(2018-04-25)[2018-09-03].http://www.c.u-tokyo.ac.jp/info/about/assessment/index.html.
[13]俞婷婕,眭依凡.大学课程与人才培养:基于大学教学理性的思考[J].清华大学教育研究,2013(6):30-38.
[14]别敦荣,齐恬雨.论我国一流大学通识教育改革[J].江苏高教,2018(1):4-12.
[15]北航高研院通识教育研究课题组.转型中国的大学通识教育[M].杭州:浙江大学出版社,2013:3.
[16]张亚群.中国近代大学通识教育与创新人才培养[M].福州:福建教育出版社,2015:315.
[17]王洪才,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.