本文選題：三段模式 + 實(shí)驗(yàn)班模式　； 參考：《湖南大學(xué)》2013年碩士論文

【摘要】：大學(xué)通識(shí)教育興起于美國(guó)。我國(guó)現(xiàn)代大學(xué)建立之初就實(shí)踐了通識(shí)教育,20世紀(jì)90年代中國(guó)大學(xué)開(kāi)始將其本土化為“大學(xué)生文化素質(zhì)教育”。由于制度和認(rèn)識(shí)方面的差距,目前我國(guó)通識(shí)教育實(shí)踐存在許多有待研究的問(wèn)題,其中大學(xué)通識(shí)教育實(shí)踐的研究是相對(duì)比較重要的問(wèn)題。 大學(xué)通識(shí)教育實(shí)踐研究,主要是關(guān)于大學(xué)“如何推進(jìn)通識(shí)教育”的研究。美國(guó)大學(xué)推進(jìn)通識(shí)教育的兩大武器是“選修制”和“精英領(lǐng)導(dǎo)”,啟示我們：以選修制為核心的制度改革和高校領(lǐng)袖的推動(dòng)是開(kāi)展通識(shí)教育的“左膀右臂”。日本大學(xué)推進(jìn)通識(shí)教育的路徑是：美國(guó)主導(dǎo)到高校自主。從被動(dòng)接收到主動(dòng)吸收,日本大學(xué)樹(shù)立了將通識(shí)教育本土化的成功范例。 我國(guó)現(xiàn)階段大學(xué)推行通識(shí)教育的方式暫時(shí)可歸為四類：三段模式、實(shí)驗(yàn)班模式、“本科生院”模式和書(shū)院模式。其中,三段模式,以“開(kāi)設(shè)選修課、課程整體規(guī)劃、人才培養(yǎng)模式改革”如此逐步開(kāi)展通識(shí)教育為特征,此種模式適用范圍廣,但受制于學(xué)年學(xué)分制及其相關(guān)管理體制的影響,很難整合全校力量推進(jìn)通識(shí)教育。實(shí)驗(yàn)班模式,顧名思義以獨(dú)立建制的實(shí)驗(yàn)班為載體推進(jìn)通識(shí)教育,缺點(diǎn)是容易陷入“精英教育”,并且實(shí)驗(yàn)班與普通院系的銜接也是個(gè)考驗(yàn)。“本科生院”模式,特點(diǎn)是設(shè)立本科生院,統(tǒng)一全體本科生的通識(shí)教育,改革力度大,但此種模式易導(dǎo)致通識(shí)教育與專業(yè)教育相隔離,也面臨著“核心課程”建設(shè)難度大的困境。書(shū)院模式,以學(xué)生社區(qū)為載體推進(jìn)通識(shí)教育,是對(duì)我國(guó)大學(xué)傳統(tǒng)學(xué)生管理體制的創(chuàng)新,也給我國(guó)大學(xué)傳統(tǒng)管理體制帶來(lái)了沖擊。 上述四類模式都存在優(yōu)缺點(diǎn),同時(shí)又受到很多客觀條件的制約。針對(duì)我國(guó)大學(xué)通識(shí)教育實(shí)踐存在的共性問(wèn)題,并結(jié)合美國(guó)和日本大學(xué)推行通識(shí)教育的經(jīng)驗(yàn)和教訓(xùn),筆者認(rèn)為在我國(guó)推進(jìn)通識(shí)教育必須把握好三個(gè)關(guān)鍵環(huán)節(jié),分別是：構(gòu)建通識(shí)教育核心課程體系、以建立選課制為重點(diǎn)推進(jìn)學(xué)分制改革、構(gòu)建通識(shí)教育與專業(yè)教育相融合的教學(xué)模式。
[Abstract]:College general education emerged in the United States. At the beginning of the establishment of modern universities in China, general education has been practiced. In the 1990s, Chinese universities began to turn it into "cultural quality education for college students". Because of the gap between system and cognition, there are many problems to be studied in the practice of general education in our country at present, among which, the research on the practice of general education in universities is relatively important. The practical research of general education in universities is mainly about how to promote general education. The two major weapons used by American universities to promote general education are "elective system" and "elite leadership", which enlightens us: the system reform with elective system as the core and the promotion of university leaders are the "right arm" of general education. The path of Japanese universities to promote general education is: the United States dominates to the autonomy of colleges and universities. From passive reception to active absorption, Japanese universities have set a successful example of localization of general education. At the present stage, the general education in universities in China can be classified into four categories: the three-paragraph model, the experimental class model, the "undergraduate college" model and the college model. Among them, the three-stage model is characterized by the gradual development of general education, such as "opening elective courses, overall course planning and the reform of personnel training mode". This model has a wide scope of application, but is subject to the influence of the academic year credit system and its related management system. It is difficult to integrate the strength of the whole school to promote general education. The model of experimental class, as its name implies, takes the independent experimental class as the carrier to promote general education, but its shortcoming is that it is easy to fall into "elite education", and the connection between the experimental class and the general college is also a test. The mode of "undergraduate college" is characterized by the establishment of undergraduate college, unifying the general education of all undergraduate students, and the great reform, but this model can easily lead to the isolation of general education from professional education. It also faces the dilemma of the construction of the core curriculum. The college model, with the student community as the carrier to promote general education, is the innovation of the traditional university student management system in our country, and it also brings the impact to the traditional university management system of our country. The above four kinds of models have their advantages and disadvantages, and are restricted by many objective conditions at the same time. In view of the common problems existing in the practice of general education in universities of our country and the experience and lessons of carrying out general education in American and Japanese universities, the author thinks that it is necessary to grasp three key links in promoting general education in our country. They are: constructing the core curriculum system of general education, promoting the credit system reform with the emphasis on establishing the elective course system, and constructing the teaching mode of combining general education with professional education.
【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G642

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