中国高校人文素质教育研究
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摘要
本论文对高校人文素质教育所涉及的相关问题进行系统研究,以对人文素质相关概念的把握为基本前提、以国内外理论界对人文素质的相关理论研究为思想基础、以国内外高等教育在人文素质教育方面的经验积累为实践基础,以发掘人文素质教育的内容和特点为主要内容,以提炼高校人文素质教育的实施路径和对策选择为价值旨归,对高校人文素质教育进行较为深入和系统的再理解和再诠释,构成了本文的研究思路。
对人文素质相关概念和相关理论做出把握是研究人文素质教育的基础和前提,本论文从人文的概念入手,认为人文本身应是人自觉的、应然的、文化的必然选择,也是以内在的方式实现人之为人的基本目标的关键环节。素质则表达个体的生理稳定性和生成变化性的统一和一致,这种统一和一致必然要通过多重因素的相互影响和相互制约才能达到。在此基础上的人文素质应该是由人文知识、人文精神和人文行为构成,而如何实现人文素质的提升就要在这三个方面下功夫,总体说来就是通过人文素质教育养成人文知识、彰显人文精神、外化人文行为,人文素质教育构成了提升人文素质的基本方式。在对相关概念进行系统把握的基础上,还应对相关理论进行梳理,首先是马克思的全面发展理论是人文素质教育理论的理论基础。其次,科学发展观的提出是人文素质教育的时代依据。最后,高科技时代的若干特点为人文素质教育提供了现实要求。
对人文素质教育的把握也需要在中国教育发展的历程和对其反思当中汲取经验。中国的国情特点决定了中国的教育模式,在几千年的封建专制统治当中,中国以儒家学说为核心的传统教育理念对人文素质等方面有较大程度的强调。近代以来科学技术的兴起改变了这一传统方式,但仍有很多富有真知灼见的学者也认识到了一味强调专识,而忽视人文和通识教育只能培养“机器”而无法实现人的真正全面的发展。中国党和政府一直重视人文素质教育,但建国后特有的时代状况,使我们在一定历史阶段选择了优先发展科技的道路。从九十年代开始,中国开始真正探索人文素质教育改革及转型的具体道路。这一选择的内在依据是科学发展观和以人为本的人的全面发展理念的确立。
中国对人文素质教育的探索起步较晚,相较之于一些发达国家的高等教育人文素质改革的历史来说还有很多发展的空间。因此借鉴于国外高等院校教育改革的成功经验和已有模式,从重获得经验性指导和启发,对于推进中国高等院校人文素质教育改革具有重要的意义。一些国际知名院校如耶鲁大学、哈佛大学、牛津大学和剑桥大学在这方面走在前列,它们倡导加强文理融合和交叉,促进人文教育和科学教育融合,推动科学与人文之间的融会贯通。这些经验都为中国进一步推进人文素质教育提供了有益的启示。中国从九十年代初,党中央和国务院也开始探索改变这一教育模式的新路径,北大、清华、华中科大参与其中,他们作为“国家大学生文化素质教育基地”的成员,力图探索一条淡化专业、宽口径厚基础的培养模式,当然在探索的过程中它们也形成了具有自身特色的不同模式,为中国高等教育人文素质教育的发展提供了重要的经验,对它们的实践经验进行总结也是推进人文素质教育的重要途径和方式。
人文素质教育所包含的内容和呈现的特点是人文素质教育的核心问题。人文素质包括十分广泛的内容,如身心素质、思想道德素质、文化素质、心理素质、能力素质等内容,自然人文素质教育目标体系也应该将这些内容囊括其中。人文素质教育内容是根据人文素质教育的目标而决定的,在统一的目标指导之下,安排和布置什么样的内容才能更好的达到这样的教学目标则需要一个科学的实践探索过程。人文素质教育的目标包括道德素质、法律素质、科学素质、审美素质和环保素质等素质的提高,因此人文素质教育的内容也应该满足这六大方面的素质教育,从而选择相应的教育内容展开现实的人文素质教育活动。在把握目标和内容的基础上,我们认为人文素质教育具有伸缩性和综合性特点：前者涉及到高等院校学生不同素质和不同能力的培养,这种素质培养到什么程度、素质提升到什么程度具有一定的延展性；后者侧重这些课程在共同达到提升学生人文素质的共同目标之下所彼此之间的层次性、发展性和良性互动就需要其体现出综合性特点。
人文素质教育在高等教育领域应该以课堂教育为中心,而课堂中的教育需要课程设置来规定。课程设置就是指在学校教育当中选定的需要讲授的各类课程及其安排和布置。国外大学的人文素质教育课程的设置无论从理念、内容还是构成上都体现了对人文素质教育课程的重视以及在课程设置上的探索日趋成熟的特征,这一系列课程设置的经验对中国的人文素质课程设置具有重要的启发作用。中国的清华大学、北京大学、复旦大学等高校探索的基础上,中国人文素质教育课程的普遍架构基本形成,其总体的内容包括：以通识教育课程作为人文素质教育课程的主要载体,将通识教育课程与专业基础课程和专业方向课程并重。在通识教育课程中又设置必修课程、限制性选修课程和非限制性选修课程,使学生在选择课程上既保有人文素质教育的必须性和必要性,又具有一定程度上的机动性和灵活性。但在具体的操作层面,在中国的高等教育当中,仍然存在着重专业基础课程,轻人文素质课程的状况。
理论上的探索十分必要和重要,但更为关键的问题在于如何在借鉴国外高等院校人文素质教育经验的基础上,在总结中国人文素质教育几十年来探索经验的基础上,在对中国高校人文素质教育不同主体的不同特色把握的基础上,进一步推进中国高校人文素质教育的实施。高等教育的人文素质教育的实施应该在确立教育理念、加强教学改革和建设、完善政策体系等方面提出新的途径和对策。要正确理解人文素质教育,要把握课程的片面性与教育的全面性、专业课程与人文素质课程、课程教育与文化熏陶等方面在实践活动当中的相互结合达到人文素质教育提升的效果。高校人文素质教育的实施路径为具体实践提供方向性指引的基础上,还需要提出相应的对策和建议提供具体的方法指导,可以从以下方面提出相应的对策,即更新人文素质教育理念、完善人文素质教育政策、加强人文素质建设改革、探索人文素质教育新途径、建设校园文化等方面加以具体的实施。
In this thesis, a systematic study related issues covered by the Quality Education for Humane basic premise in order to grasp the concept of the humanistic quality, theoretical circles at home and abroad related to the Humanities and the quality of theoretical studies of the ideological foundation of domestic and foreign higher education humanistic quality education in the accumulation of experience as a practical basis, to explore the contents and characteristics of the Humanistic Education to refine the Humane path of implementation of quality education and countermeasures selected for value purport Humane quality education is more in-depth and system understanding and interpretations constitute the idea of this study.
Made to grasp the concepts and theories of humanistic qualities compete Humanities quality education is the basis and premise of this thesis is to start from the concept of the humanities, humanities itself is conscious, should be natural, the inevitable choice of culture is also or less in the way to achieve the basic goal of the human person and the key link. The quality is the expression of individual physiological stability and produce changes of a uniform and consistent, uniform and consistent bound to the mutual influence of the multiple factors and mutual restraint in order to achieve. Based on human qualities of human knowledge, human spirit and humanistic behavior, and how to achieve the enhancement of humanistic qualities necessary to work hard in these three areas, generally speaking, is to develop humanistic knowledge through humanistic quality education, highlight the human spirit, and externalization of human behavior, cultural quality education constitutes a basic way to enhance the humanistic qualities. System to grasp the relevant concepts on the basis of the relevant theory should also sort out the first comprehensive human development theory in Marx is the theoretical foundation of the humanistic quality education theory. Secondly, the scientific concept of development is the basis of the Humanistic Education era. Finally, a number of characteristics of high-tech era of quality education for the Humanities to provide a realistic request.
Grasp of the Humanistic Education also need the experience gained in the course of the development of education in China and its reflection of them. China's national conditions and characteristics for the purpose of determining the mode of education in China, in which thousands of years of feudal autocratic rule, China's traditional Confucianism as the core educational philosophy Humanities quality emphasis of larger extent. Modern times since the rise of science and technology has changed the traditional way, but there are still many rich insights of scholars also recognize that only emphasizes the special knowledge, to the neglect of the humanities and general education only to cultivate the "machine" cannot achieve a truly comprehensive human developments. Our party and the government has always attached importance to the humanistic quality education, but after the founding era of unique situation, so that we have chosen the path of the priority to the development of science and technology in a certain historical stage. Is years, China began to really explore the humanistic quality of education reform and restructuring of the road. The inherent basis of this choice is to establish all-round development of the scientific concept of development and people-oriented concept.
Our country, compared to explore the late start of the Humanistic Education in the history of the humanistic quality of higher education reform in some developed countries, there are many development space. Therefore learn from the successful experience of foreign institutions of higher learning education reform and the existing model, the severely empirical guidance and inspiration of great significance to promoting China's institutions of higher learning humanistic quality of education reform. The number of internationally renowned institutions such as Yale, Harvard, Oxford and Cambridge in the forefront in this regard, they advocate for an expanded Arts and integration and cross-promote the integration of humanities education and science education, and promote mastery between science and humanities. These experiences are further promoting the cultural quality education for our enlightenment. China since the early 1990s, the CPC Central Committee and State Council began to explore a new path to change this mode of education, Peking University, Tsinghua University, China, USTC involved, they, as a member of the "National Students'Cultural Quality Education Base", trying to explore a dilute professional, wide caliber thick-based training model, of course, in the process of exploration, they also formed a different pattern with its own characteristics, provide important lessons for the development of the Humanistic Education of Higher Education in China, to summarize their practical experience is also promote ways and means of the Humanistic Education.
Includes content and presentation characteristics of the humanistic quality education is the core issue of the Humanistic Education. Humanistic qualities include a wide range of content, such as physical and mental qualities, moral, and cultural qualities, mental qualities, ability and quality content, nature and human quality of the aims of education system should also will include them. Humanities and the quality of educational content is based on the goal of the Humanistic Education decision, the goal of reunification under the guidance of, arranged and layout of what kind of content in order to better achieve this teaching goal you need a scientific practice to explore the process. The text quality education goals include improving the quality of the moral qualities, the legal quality of scientific quality, aesthetic quality and environmental quality, the contents of the Humanistic Education should meet the six aspects of quality education, to select the appropriate content of education to expand the reality the quality of humanities education activities. Grasp the objectives and content of the foundation, we believe the humanistic quality education with the scalability and features:the former relates to the different qualities and abilities of university students, this quality training and to what extent, to raise quality and to what extent a certain degree of ductility; latter focusing on these courses jointly under the common goal to enhance students' cultural quality of each other level, development and positive interaction will need to reflect the comprehensive features.
Humanistic quality education in the field of higher education should be based on classroom education centers, and educational needs in the classroom under the curriculum. The curriculum is selected in the school education which need to be taught various courses and their arrangement and layout. Humanistic quality education courses in foreign universities set up in terms of concept, content or composition reflects the importance of quality education humanities courses, as well as maturing characteristics of exploration in the curriculum, this series of curriculum experience of China's human the quality of the curriculum has an important role in enlightening. China's Tsinghua University, Peking University, Fudan University and other universities to explore the basis of the Humanities and the general framework of quality education programs has basically taken shape, its overall content, including:general education courses as the main carrier of the humanistic quality education programs, will pass both general education courses and professional foundation courses and professional orientation courses. Set the required courses in general education courses and restricted elective courses and non-restrictive elective courses, students in the choice of courses, both to maintain and necessity of the Humanistic Education must have a certain degree of mobility and flexibility sex. But in the concrete operational level, which in China's higher education, there are still focused on the situation of the professional foundation courses, the quality of light Humanities courses.
Theoretical exploration is necessary and important, but even more critical problem is how to learn on the basis of humanistic quality education experience in foreign institutions of higher learning, In conclusion, our humanistic quality education for decades to explore the basis of experience, how in thein China Academic Humanities and quality education to grasp the different characteristics of the different subjects on the basis of further advancing our Academic Humanities and implementation of quality education. New ways and measures the implementation of the education of the human qualities of higher education should be to establish the concept of education, strengthen the teaching reform and construction, and improve the policy system. To correctly understand the humanistic quality education, to grasp the one-sidedness of the course and the comprehensiveness of the education, professional courses and humanistic quality curriculum, curriculum education and cultural edification, etc. combined with each other in practical activities which humanistic quality education to enhance the effect. Humane and implementation of quality education path for a specific practice to provide directional guidelines based on the need to provide specific methods to guide corresponding countermeasures and suggestions from the corresponding countermeasures update Humanities, quality education, improve the Humanities the quality of education policy, strengthen the reform of the humanistic quality construction, the new way to explore the humanistic quality education, building a campus culture and other aspects to the specific implementation.
对人文素质相关概念和相关理论做出把握是研究人文素质教育的基础和前提,本论文从人文的概念入手,认为人文本身应是人自觉的、应然的、文化的必然选择,也是以内在的方式实现人之为人的基本目标的关键环节。素质则表达个体的生理稳定性和生成变化性的统一和一致,这种统一和一致必然要通过多重因素的相互影响和相互制约才能达到。在此基础上的人文素质应该是由人文知识、人文精神和人文行为构成,而如何实现人文素质的提升就要在这三个方面下功夫,总体说来就是通过人文素质教育养成人文知识、彰显人文精神、外化人文行为,人文素质教育构成了提升人文素质的基本方式。在对相关概念进行系统把握的基础上,还应对相关理论进行梳理,首先是马克思的全面发展理论是人文素质教育理论的理论基础。其次,科学发展观的提出是人文素质教育的时代依据。最后,高科技时代的若干特点为人文素质教育提供了现实要求。
对人文素质教育的把握也需要在中国教育发展的历程和对其反思当中汲取经验。中国的国情特点决定了中国的教育模式,在几千年的封建专制统治当中,中国以儒家学说为核心的传统教育理念对人文素质等方面有较大程度的强调。近代以来科学技术的兴起改变了这一传统方式,但仍有很多富有真知灼见的学者也认识到了一味强调专识,而忽视人文和通识教育只能培养“机器”而无法实现人的真正全面的发展。中国党和政府一直重视人文素质教育,但建国后特有的时代状况,使我们在一定历史阶段选择了优先发展科技的道路。从九十年代开始,中国开始真正探索人文素质教育改革及转型的具体道路。这一选择的内在依据是科学发展观和以人为本的人的全面发展理念的确立。
中国对人文素质教育的探索起步较晚,相较之于一些发达国家的高等教育人文素质改革的历史来说还有很多发展的空间。因此借鉴于国外高等院校教育改革的成功经验和已有模式,从重获得经验性指导和启发,对于推进中国高等院校人文素质教育改革具有重要的意义。一些国际知名院校如耶鲁大学、哈佛大学、牛津大学和剑桥大学在这方面走在前列,它们倡导加强文理融合和交叉,促进人文教育和科学教育融合,推动科学与人文之间的融会贯通。这些经验都为中国进一步推进人文素质教育提供了有益的启示。中国从九十年代初,党中央和国务院也开始探索改变这一教育模式的新路径,北大、清华、华中科大参与其中,他们作为“国家大学生文化素质教育基地”的成员,力图探索一条淡化专业、宽口径厚基础的培养模式,当然在探索的过程中它们也形成了具有自身特色的不同模式,为中国高等教育人文素质教育的发展提供了重要的经验,对它们的实践经验进行总结也是推进人文素质教育的重要途径和方式。
人文素质教育所包含的内容和呈现的特点是人文素质教育的核心问题。人文素质包括十分广泛的内容,如身心素质、思想道德素质、文化素质、心理素质、能力素质等内容,自然人文素质教育目标体系也应该将这些内容囊括其中。人文素质教育内容是根据人文素质教育的目标而决定的,在统一的目标指导之下,安排和布置什么样的内容才能更好的达到这样的教学目标则需要一个科学的实践探索过程。人文素质教育的目标包括道德素质、法律素质、科学素质、审美素质和环保素质等素质的提高,因此人文素质教育的内容也应该满足这六大方面的素质教育,从而选择相应的教育内容展开现实的人文素质教育活动。在把握目标和内容的基础上,我们认为人文素质教育具有伸缩性和综合性特点：前者涉及到高等院校学生不同素质和不同能力的培养,这种素质培养到什么程度、素质提升到什么程度具有一定的延展性；后者侧重这些课程在共同达到提升学生人文素质的共同目标之下所彼此之间的层次性、发展性和良性互动就需要其体现出综合性特点。
人文素质教育在高等教育领域应该以课堂教育为中心,而课堂中的教育需要课程设置来规定。课程设置就是指在学校教育当中选定的需要讲授的各类课程及其安排和布置。国外大学的人文素质教育课程的设置无论从理念、内容还是构成上都体现了对人文素质教育课程的重视以及在课程设置上的探索日趋成熟的特征,这一系列课程设置的经验对中国的人文素质课程设置具有重要的启发作用。中国的清华大学、北京大学、复旦大学等高校探索的基础上,中国人文素质教育课程的普遍架构基本形成,其总体的内容包括：以通识教育课程作为人文素质教育课程的主要载体,将通识教育课程与专业基础课程和专业方向课程并重。在通识教育课程中又设置必修课程、限制性选修课程和非限制性选修课程,使学生在选择课程上既保有人文素质教育的必须性和必要性,又具有一定程度上的机动性和灵活性。但在具体的操作层面,在中国的高等教育当中,仍然存在着重专业基础课程,轻人文素质课程的状况。
理论上的探索十分必要和重要,但更为关键的问题在于如何在借鉴国外高等院校人文素质教育经验的基础上,在总结中国人文素质教育几十年来探索经验的基础上,在对中国高校人文素质教育不同主体的不同特色把握的基础上,进一步推进中国高校人文素质教育的实施。高等教育的人文素质教育的实施应该在确立教育理念、加强教学改革和建设、完善政策体系等方面提出新的途径和对策。要正确理解人文素质教育,要把握课程的片面性与教育的全面性、专业课程与人文素质课程、课程教育与文化熏陶等方面在实践活动当中的相互结合达到人文素质教育提升的效果。高校人文素质教育的实施路径为具体实践提供方向性指引的基础上,还需要提出相应的对策和建议提供具体的方法指导,可以从以下方面提出相应的对策,即更新人文素质教育理念、完善人文素质教育政策、加强人文素质建设改革、探索人文素质教育新途径、建设校园文化等方面加以具体的实施。
In this thesis, a systematic study related issues covered by the Quality Education for Humane basic premise in order to grasp the concept of the humanistic quality, theoretical circles at home and abroad related to the Humanities and the quality of theoretical studies of the ideological foundation of domestic and foreign higher education humanistic quality education in the accumulation of experience as a practical basis, to explore the contents and characteristics of the Humanistic Education to refine the Humane path of implementation of quality education and countermeasures selected for value purport Humane quality education is more in-depth and system understanding and interpretations constitute the idea of this study.
Made to grasp the concepts and theories of humanistic qualities compete Humanities quality education is the basis and premise of this thesis is to start from the concept of the humanities, humanities itself is conscious, should be natural, the inevitable choice of culture is also or less in the way to achieve the basic goal of the human person and the key link. The quality is the expression of individual physiological stability and produce changes of a uniform and consistent, uniform and consistent bound to the mutual influence of the multiple factors and mutual restraint in order to achieve. Based on human qualities of human knowledge, human spirit and humanistic behavior, and how to achieve the enhancement of humanistic qualities necessary to work hard in these three areas, generally speaking, is to develop humanistic knowledge through humanistic quality education, highlight the human spirit, and externalization of human behavior, cultural quality education constitutes a basic way to enhance the humanistic qualities. System to grasp the relevant concepts on the basis of the relevant theory should also sort out the first comprehensive human development theory in Marx is the theoretical foundation of the humanistic quality education theory. Secondly, the scientific concept of development is the basis of the Humanistic Education era. Finally, a number of characteristics of high-tech era of quality education for the Humanities to provide a realistic request.
Grasp of the Humanistic Education also need the experience gained in the course of the development of education in China and its reflection of them. China's national conditions and characteristics for the purpose of determining the mode of education in China, in which thousands of years of feudal autocratic rule, China's traditional Confucianism as the core educational philosophy Humanities quality emphasis of larger extent. Modern times since the rise of science and technology has changed the traditional way, but there are still many rich insights of scholars also recognize that only emphasizes the special knowledge, to the neglect of the humanities and general education only to cultivate the "machine" cannot achieve a truly comprehensive human developments. Our party and the government has always attached importance to the humanistic quality education, but after the founding era of unique situation, so that we have chosen the path of the priority to the development of science and technology in a certain historical stage. Is years, China began to really explore the humanistic quality of education reform and restructuring of the road. The inherent basis of this choice is to establish all-round development of the scientific concept of development and people-oriented concept.
Our country, compared to explore the late start of the Humanistic Education in the history of the humanistic quality of higher education reform in some developed countries, there are many development space. Therefore learn from the successful experience of foreign institutions of higher learning education reform and the existing model, the severely empirical guidance and inspiration of great significance to promoting China's institutions of higher learning humanistic quality of education reform. The number of internationally renowned institutions such as Yale, Harvard, Oxford and Cambridge in the forefront in this regard, they advocate for an expanded Arts and integration and cross-promote the integration of humanities education and science education, and promote mastery between science and humanities. These experiences are further promoting the cultural quality education for our enlightenment. China since the early 1990s, the CPC Central Committee and State Council began to explore a new path to change this mode of education, Peking University, Tsinghua University, China, USTC involved, they, as a member of the "National Students'Cultural Quality Education Base", trying to explore a dilute professional, wide caliber thick-based training model, of course, in the process of exploration, they also formed a different pattern with its own characteristics, provide important lessons for the development of the Humanistic Education of Higher Education in China, to summarize their practical experience is also promote ways and means of the Humanistic Education.
Includes content and presentation characteristics of the humanistic quality education is the core issue of the Humanistic Education. Humanistic qualities include a wide range of content, such as physical and mental qualities, moral, and cultural qualities, mental qualities, ability and quality content, nature and human quality of the aims of education system should also will include them. Humanities and the quality of educational content is based on the goal of the Humanistic Education decision, the goal of reunification under the guidance of, arranged and layout of what kind of content in order to better achieve this teaching goal you need a scientific practice to explore the process. The text quality education goals include improving the quality of the moral qualities, the legal quality of scientific quality, aesthetic quality and environmental quality, the contents of the Humanistic Education should meet the six aspects of quality education, to select the appropriate content of education to expand the reality the quality of humanities education activities. Grasp the objectives and content of the foundation, we believe the humanistic quality education with the scalability and features:the former relates to the different qualities and abilities of university students, this quality training and to what extent, to raise quality and to what extent a certain degree of ductility; latter focusing on these courses jointly under the common goal to enhance students' cultural quality of each other level, development and positive interaction will need to reflect the comprehensive features.
Humanistic quality education in the field of higher education should be based on classroom education centers, and educational needs in the classroom under the curriculum. The curriculum is selected in the school education which need to be taught various courses and their arrangement and layout. Humanistic quality education courses in foreign universities set up in terms of concept, content or composition reflects the importance of quality education humanities courses, as well as maturing characteristics of exploration in the curriculum, this series of curriculum experience of China's human the quality of the curriculum has an important role in enlightening. China's Tsinghua University, Peking University, Fudan University and other universities to explore the basis of the Humanities and the general framework of quality education programs has basically taken shape, its overall content, including:general education courses as the main carrier of the humanistic quality education programs, will pass both general education courses and professional foundation courses and professional orientation courses. Set the required courses in general education courses and restricted elective courses and non-restrictive elective courses, students in the choice of courses, both to maintain and necessity of the Humanistic Education must have a certain degree of mobility and flexibility sex. But in the concrete operational level, which in China's higher education, there are still focused on the situation of the professional foundation courses, the quality of light Humanities courses.
Theoretical exploration is necessary and important, but even more critical problem is how to learn on the basis of humanistic quality education experience in foreign institutions of higher learning, In conclusion, our humanistic quality education for decades to explore the basis of experience, how in thein China Academic Humanities and quality education to grasp the different characteristics of the different subjects on the basis of further advancing our Academic Humanities and implementation of quality education. New ways and measures the implementation of the education of the human qualities of higher education should be to establish the concept of education, strengthen the teaching reform and construction, and improve the policy system. To correctly understand the humanistic quality education, to grasp the one-sidedness of the course and the comprehensiveness of the education, professional courses and humanistic quality curriculum, curriculum education and cultural edification, etc. combined with each other in practical activities which humanistic quality education to enhance the effect. Humane and implementation of quality education path for a specific practice to provide directional guidelines based on the need to provide specific methods to guide corresponding countermeasures and suggestions from the corresponding countermeasures update Humanities, quality education, improve the Humanities the quality of education policy, strengthen the reform of the humanistic quality construction, the new way to explore the humanistic quality education, building a campus culture and other aspects to the specific implementation.
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