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
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摘要
在国际竞争加剧的背景下,重振顶尖大学的通识教育成为日本应对21世纪高等教育危机乃至振兴国家的关键,东京大学和京都大学在2013年宣布实行以通识教育为核心的大规模本科教育改革。东京大学依托教养学部和专业学部的合作,不断完善由大类招生、两年教养教育、专业分流、两年专业教育四个步骤构成的本科培养机制;京都大学不设教养学部,仍由专业院系主导贯通四年的人才培养,大学则为各专业提供系统的通识教育课程资源。这两种代表日本最高水准的通识教育模式各有利弊得失,将为我国通识教育改革提供丰富启示。
The year 1991 witnessed the institutional collapse of general education in Japanese universitiesSince then,the deficiency of elite education has become increasingly evident,for the universities have not provided rigorous and holistic education enough for the most excellent young people for more than twenty years.Pressed by fierce international competition and the crisis of elite education,Tokyo University and Kyoto University declared,coincidentally in 2013,to launch large-scale reforms on undergraduate education centering on general education.Tokyo University,relying on the collaboration.between its general education department and other departments,would establish and improve the mechanism for undergraduate talent cultivation.The new mechanism includes admission under wider discipline category,2-year general education,choice of major and 2-year professional education.Kyoto University provides systematic curriculum resources of general education for the departments to manage their four-year cultivation,without setting up a new general education department.This comparative study of the two general education modes in top Japanese universities will shed light to the general education reform in China.
The year 1991 witnessed the institutional collapse of general education in Japanese universitiesSince then,the deficiency of elite education has become increasingly evident,for the universities have not provided rigorous and holistic education enough for the most excellent young people for more than twenty years.Pressed by fierce international competition and the crisis of elite education,Tokyo University and Kyoto University declared,coincidentally in 2013,to launch large-scale reforms on undergraduate education centering on general education.Tokyo University,relying on the collaboration.between its general education department and other departments,would establish and improve the mechanism for undergraduate talent cultivation.The new mechanism includes admission under wider discipline category,2-year general education,choice of major and 2-year professional education.Kyoto University provides systematic curriculum resources of general education for the departments to manage their four-year cultivation,without setting up a new general education department.This comparative study of the two general education modes in top Japanese universities will shed light to the general education reform in China.
引文
[1]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,2012:197-235.
[2]一般教育研究員会.大学の一般教育:第二次中間報告.東京:大学基准协会,1950.
[3]文部科学省.‘我が国①文教施策'(平成3年度)大学設置基準等の大網化と自己評価.http://www.mext.go.jP/b_menu/hakusho/html/hpadl99101/hpadl99101_2_150.html,2014-8-12.
[4]#12
[5]文部科学省中央教育審議会.我が国の高等教育の将来像(答申).http://www.mext.go.jp/b_menu/shmgi/chukyo/chukyo0/toushin/05013101.htm,2005-1-28/2014-8-12.
[6]寺崎昌男.大学教育の可能性——教養教育.評価。実践.東京:東信堂,2002:283-295.
[7]Anthony,T.K.(2008).Education's End;Why Our Colleges and Universities Have Given Up on the Meaning of Life.New Haven&London;Yale University Press,120-136.
[8]#12
[9]#12
[10]#12
[11]#12
[12]#12
[13]北野正雄.教育院長のぁぃさつ.http://www.z.k.kyoto-u.ac.jp/introduction/greeting,2014-8-12.
[14]東京大学教養学部.総合文化研究科.大学院総合文化研究科.教養学部の歷史.http://www.c.u-tokyo.ac.jp/info/about/history/development/index.html,2012-4-4/2014-8-12.
[15][16]#12
①这12个字出自1897年9月13日京大第一届入学宣誓仪式上首任校长木下广次的寄语,从而成为京大自由学风的开端。
①“特定”指非终身的合同制聘用关系。
②参见京都大学国際高等教育院.科目設計の目的:科目群構成とその見直し.http://www.z.k.kyoto-u.ac.jp/zenkyo/purpose,2014.8-12.
①数据出自东京大学《大学教育达成度调查》,实施时间在2009年3月,调查对象是2008年毕业的本科生,样本量为1198人(占全体毕业生39.7%)。
[2]一般教育研究員会.大学の一般教育:第二次中間報告.東京:大学基准协会,1950.
[3]文部科学省.‘我が国①文教施策'(平成3年度)大学設置基準等の大網化と自己評価.http://www.mext.go.jP/b_menu/hakusho/html/hpadl99101/hpadl99101_2_150.html,2014-8-12.
[4]#12
[5]文部科学省中央教育審議会.我が国の高等教育の将来像(答申).http://www.mext.go.jp/b_menu/shmgi/chukyo/chukyo0/toushin/05013101.htm,2005-1-28/2014-8-12.
[6]寺崎昌男.大学教育の可能性——教養教育.評価。実践.東京:東信堂,2002:283-295.
[7]Anthony,T.K.(2008).Education's End;Why Our Colleges and Universities Have Given Up on the Meaning of Life.New Haven&London;Yale University Press,120-136.
[8]#12
[9]#12
[10]#12
[11]#12
[12]#12
[13]北野正雄.教育院長のぁぃさつ.http://www.z.k.kyoto-u.ac.jp/introduction/greeting,2014-8-12.
[14]東京大学教養学部.総合文化研究科.大学院総合文化研究科.教養学部の歷史.http://www.c.u-tokyo.ac.jp/info/about/history/development/index.html,2012-4-4/2014-8-12.
[15][16]#12
①这12个字出自1897年9月13日京大第一届入学宣誓仪式上首任校长木下广次的寄语,从而成为京大自由学风的开端。
①“特定”指非终身的合同制聘用关系。
②参见京都大学国際高等教育院.科目設計の目的:科目群構成とその見直し.http://www.z.k.kyoto-u.ac.jp/zenkyo/purpose,2014.8-12.
①数据出自东京大学《大学教育达成度调查》,实施时间在2009年3月,调查对象是2008年毕业的本科生,样本量为1198人(占全体毕业生39.7%)。