【作者】 李文；

【导师】 邬大光；

【作者基本信息】 厦门大学 ， 高等教育学， 2021， 博士

【摘要】 在古今中西之间,通识教育既是一种价值理念,也是一种制度实践。准确地说,是促进以人的身心和谐发展为目的的理念与制度的结合体。纵观中国教育发展史,作为学术概念的通识教育可追溯到近代大学的探索创办,作为制度体系的通识教育则肇始于对苏联专业教育模式的全面反思。尽管通识教育在中国历史漫长,但也历经沧桑,特别是经过历史的断裂和空间的转换后,给大学界留下了诸多现实性迷思——什么是通识教育,什么是好的通识教育,我们为什么需要通识教育,中国大学通识教育究竟路在何方……显然,这些“中国通识教育之问”要求我们必须扎根中国大地,从整体性视角探寻中国大学通识教育全貌及其特征,以求发现通识教育的中国问题与规律。基于此,本研究力求在回应迷思中建立起一条“历史演变——中美比较——现状分析——效果考量——问题审思——策略优化”的研究路径。具体而言:第一,对中国大学通识教育在不同社会背景下的不同形态进行呈现,系统地分析其发展历程及演变的原因。研究发现通才教育、文化素质教育下的通识教育在理念及人才培养模式上都各具特色;第二,比较中美两国大学通识教育发展的差异性,从自主性理念、承载力目标、文化性内容、整合性模式以及主体性塑造方法等方面分析差异背后原因,为中国大学通识教育发展现状提供背景支持;第三,根据“培养什么样的人——如何培养人——培养了什么样的人”这一逻辑链条,选取中国“双一流”建设高校和地方本科院校等100所高校的通识教育人才培养方案进行培养目标、内容、制度和方式的文本挖掘和内容分析。在此基础上,本研究基于“输入—过程—输出”理论,经过量表本土化处理后,对6所不同类型高校的1590名学生参与通识教育实践的效果、差异及影响因素进行问卷调查。研究发现:(1)中国大学生在通识教育的学习成果收获上,道德发展最高,整合学习发展最低;(2)“输入”变量对“输出”变量的影响低于“过程”变量;(3)影响通识教育效果的各个变量间存在因果关系;第四,基于历史、比较和现状研究,本研究发现中国大陆地区大学通识教育的主要问题在于:大学理念的困境带来了功利化的教学理念和人才培养模式中通识教育与专业教育的失衡,中国大学通识教育的理念上的文化危机,导致通识教育并未形成系统的人才培养模式,表现为人文价值弱化、思维训练的缺失、课程内容的杂糅、个人约束性过强。在高校人才培养模式上,出现了结构性分裂,表现为培养目标模糊、体系结构缺乏整体设计、缺乏跨学科教育的组织结构和制度环境。这种通识教育效果也造成了通识教育主体性缺失,表现为学生的自主整合能力不高、学生学习有效参与度较低;第五,基于上述问题,本研究提出中国大陆地区通识教育优化对策:一是回归以人为本的价值理念,深化通识教育的理念认知,促进通识教育与专业教育的融合;二是大学文化培育与建设,大学要理解和传递文化、发展学生的基本智力习惯、拓宽文化教育的内容和途径、赋予教学更高的地位;三是通识教育整合性的架构,大学要设置连贯的目标和逻辑、进行知识和经验的整合和设立统筹通识教育的专门机构;四是通识教育主体性的重塑,大学要提高师生教育投入度以及构建通识教育评估体系。本文可能在以下三个方面有所创新:一是研究视角,本文将通识教育视为教育理念和人才培养模式的统一体,有别于现有多数研究的“割裂”视角;二是研究方法,本文通过比较分析、文本挖掘和问卷调查等多样化路径进行探索,其中搜集和整理中国大陆地区100所不同类型高校的本科人才培养方案和建立本土化的调查问卷具有一定的创新性;三是研究观点,经过研究和思考提出以下观点:其一,中国大学通识教育存在时代性认知,当前人们基本能“意识”到通识教育的重要性,但远远还没到达“共鸣”;其二,中国大学通识教育改革应扎根于中华文明,打造共同的文化根基;其三,中国大学通识教育体制机制改革应伴随教学效果变革同步推进。更多还原

【Abstract】 Between ancient and modern China and the West,general education is not only a value concept,but also a system practice.It is a combination of ideas and systems that promote the harmonious development of people’s body and mind.Throughout the history of the development of Chinese education,general education as an academic concept can be traced back to the exploration and establishment of modern universities,and general education as an institutional system originated from a comprehensive reflection on the Soviet professional education model.Although general education has a long history in China,it has also experienced vicissitudes,especially after historical ruptures and spatial transformations,it has left many realistic myths to the university community-what is general education,what is good general education,why do we need general education,and where is the general education in Chinese universities...Obviously,these "questions of general education in China" require us to take root in China and explore the full picture and characteristics of general education in Chinese universities from a holistic perspective in order to discover the Chinese problems and laws of general education.Based on this,this research strives to establish a research path of "historical evolution-comparison between China and the United States-status quo analysis-effect investigation-problem consideration-strategy optimization" in responding to the myth.in particular:First,present the different forms of general education in Chinese universities under different social backgrounds,and systematically analyze its development process and the reasons for its evolution.The study found that general education and general education under cultural quality education have their own characteristics in concepts and talent training models.Second,compare the differences in the development of general education in universities in China and the United States,from the perspective of autonomy and carrying capacity.Analyze the reasons behind the differences in terms of cultural content,integrated models,and subjective shaping methods,and provide background support for the current development of general education in Chinese universities;third,according to "what kind of person to cultivate—how to cultivate—what kind of people have you trained?In the logical chain of"people",select the general education talent training programs of 100 colleges and universities including China’s "double first-class" construction universities and local undergraduate colleges to conduct text mining and content analysis of training objectives,content,systems and methods.On this basis,this research is based on the"input-process-output" theory,a questionnaire survey is conducted on the effects,differences and influencing factors of 1,590 students from 6 different types of colleges and universities participating in general education practice.The study found that:(1)Chinese college students have the highest moral development and the lowest integrated learning development in terms of the learning outcomes of general education;(2)The influence of "input" variables on "output" variables is lower than that of "process" variables;(3)There is a causal relationship among the various variables that affect the effect of general education;fourth,based on historical,comparative and current research,this article finds that the main problem of general education in universities in China’s mainland is:the dilemma of university concepts has brought utilitarian teaching and the imbalance between general education and professional education in the concept and talent training model.The cultural crisis has appeared in the concept of general education in Chinese universities.As a result,general education has not formed a systematic talent training model,including weakening of humanistic value,lack of thinking training,mixed curriculum content,and excessive personal restraint.In the talent training model of colleges and universities,there has been a structural split,which is manifested in the vague training goals,the lack of overall design of the system structure,and the lack of an organizational structure and institutional environment for interdisciplinary education.This kind of general education effect has also caused the lack of subjectivity of general education,which is manifested by the students’ low self-integration ability and low effective participation of students in learning.Fifth,based on the above problems,this article proposes the optimization of general education in China’s mainland:return to the people-oriented concept of value,deepen the cognition of general education,and promote the integration of general education and professional education;cultivate and build university culture,and universities should understand and transmit culture and develop students’ basic intellectual habits,broaden the content and methods of cultural education,and give teaching a higher status;the integrated structure of general education,set coherent goals,carry out the integration of knowledge and experience,and set up a special institution to coordinate general education;the fourth is to reshape the subject of general education,increase the investment of teachers and students in education,and encourage the evaluation of general education in universities.This article may be innovative in the following aspects:this article regards general education as a unity of educational concepts and talent training models,which is different from the "fragmented" perspective of most existing studies;this article explores diversified paths through comparative analysis,text mining,and questionnaire surveys.Among them,the collection and sorting of undergraduate talent training programs from 100 different types of universities in China’s mainland to conduct material-level research is innovative;the following points have been put forward:there is contemporary cognition in general education in Chinese universities.At present,people can basically "aware"the importance of general education,but they are far from reaching "resonance";the reform of general education in Chinese universities should be rooted in Chinese civilization,build a common cultural foundation,and highlight the localization of general education;the reform of general education reform in Chinese universities should be promoted simultaneously with the reform of teaching effects.更多还原