中国当代通识教育的起源背景与现状问题--兼论通识教育“评估−调整”机制的意义

The Origin and Current Situation of Contemporary Chinese General Education:Also on the Significance of General Education Evaluation-adjustment Mechanism

随着近现代大学的深度变革,通识教育也处于不断探索状态,因此对其不仅需要有观念先行的指导,而且需要进行常态性的评估与调整。2015年兴起的中国当代通识教育迄今已出现了有待反思的问题。中国当代通识教育具有移植性,因而有必要追溯自身背景,以自觉时代必然性与社会需要并获得确切定位。中国通识教育具有三重背景:中国经济增长模式转型对创新人才的急迫需求,知识经济与人工智能时代对知识生产及教育方式的变革,以及对现代化的人文反思。目前主要的问题及要求是:需要在与诸种相沿成习模式的区别中,明确通识教育特有的教育目标;需要收敛与恰当定位推崇性的经典阅读模式及其文化守成理念;需要区别学术教育与通识教育,以调整脱离本科课时条件与教学目标泛化的巨量学术型核心课程群。更为长远的目标是,需要建设中国通识教育理论与实践互动的常态性“评估-调整”机制。

The profound transformation of modern universities led by general education in return makes its development in a constant state of new challenges.Therefore,general education not only needs the guidance of advanced ideas,but also requires regular evaluation and adjustment.The emergence of contemporary Chinese general education in 2015 has evolved into a stage where new problems should be realized and solved.Due to the fact that it is not spontaneously formed locally,tracing back its origin becomes necessary when we hope to accurately evaluate contemporary Chinese general education to fit the inevitable changes of time and society.Three background contexts are to be mentioned:the urgent demand for innovative talents during the transformation of China’s economic growth model,the innovation on knowledge production and education mode in the era of knowledge economy and artificial intelligence,and the humanistic reflection on modernization.At present,the main problems and requirements are as follows:it is necessary to identify the specific objectives of general education with the efforts to separate it from various types of well-used educational patterns,to reasonably adapt the popular method of classic reading while properly approaching the idea of cultural conservatism within it,and to distinguish general education from academic education in order to avoid the rigid requirement of class hour in undergraduate study and the excess amounts of compulsory courses set without clear learning goals in major study.Most importantly in the long run is to build a regular evaluation-adjustment mechanism to promote the interaction between educational theory and social practice.