摘要
教育原本蕴含通识教育的本质,教育现代化使教育脱离了通识教育本质。当前通识教育面临的问题是:以为通识是被给定的,通识课程与专业课程无关,拟像在通识教育中一直是"在场"的"不在场"等等。维护教育的通识教育本质的理论假设是:人类文化是一个混沌现象,人是在自我选择中发展的,科学分化具有合理性,拟像时代与工业时代的教育是有本质差别的。为此,维护教育的通识教育本质的策略是:"培植土壤"比"种植树木"重要、"呈现经典"比"固定教材"重要、"各专业基础理论课程"比"学科之间的联结课程"重要、"主动利用拟像"比"被动遭受拟像"重要。
Education originally embraced the general nature; however, the modernization of education has made it divorced from this general nature. The problem of present education is that the general curriculums are not connected with specialized ones and that the image is in or not in the general education. The theoretical hypothesis of keeping the general education is that man develops himself in making his own choice in the course of human civilization, scientific division is reasonable, and there are differences between media image age and industrial age in nature. Therefore, keeping the general education should be based on the following strategies： it is more important to cultivate the soil than to plant trees, providing the classical outweighs the fixed textbooks, the basic theoretical specialized subject outruns the connected subject among disciplines, and it is better to use media image in an active way than in a passive way.
出处
《中国地质大学学报（社会科学版）》
CSSCI
2008年第5期57-61,共5页
Journal of China University of Geosciences(Social Sciences Edition)
基金
新世纪教学研究所"高等教育本科教学质量"研究项目(2007-02-26)
关键词
自由教育
通识教育
拟像
liberal education
general education
media image
