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| 通识教育与专业教育何以集成共存和交叉融合?——基于美国多层分类结合路径的比较分析 |
| How General Education and Professional Education Co-exist and Interactively Integrate?——A Comparative Analysis of the Multi-level, Classified, and Combined Paths in the USA |
| 投稿时间：2023-05-05 |
| DOI：10.19834/j.cnki.yjsjy2011.2023.06.10 |
| 中文关键词: 通识教育;专业教育;分层定位;系统集成;美国 |
| 英文关键词: general education;professional education;hierarchical positioning;systematic integration;the USA |
| 基金项目:国家社科基金社科学术社团主题学术活动资助项目(22STA010)；中国高等教育学会项目(2022ZD03)；西北工业大学特色文科发展计划青年创新能力培养项目(23GH030636) |
| 作者 | 单位 | | 张炜 | 西北工业大学 高等教育研究所, 西安 710072 | | 刘怡 | 西北工业大学 高等教育研究所, 西安 710072 |
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| 摘要点击次数: 323 |
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| 中文摘要: |
| 高等教育的规模扩张和职能拓展,促进了高校的分层定位,并由此带来了高校办学模式和课程体系的差异。以升学为目的的教育,侧重通识教育;而以就业为目的的教育,则侧重专业教育,导致美国基础教育、本专科教育和研究生教育等不同教育阶段和类型的通识教育与专业教育存在显著差异。推进高等教育高质量发展,我国应坚持基于素质教育框架的通识教育与专业教育系统集成,针对不同层次、不同类型高校的办学定位和特色,采用不同的集成和交叉模式。坚持守正创新、增强辩证思维、推进因校制宜,培养德智体美劳全面发展的社会主义建设者和接班人。 |
| 英文摘要: |
| The scale expansion and the function enrichment of higher education have promoted the hierarchical positioning of higher-learning institutions, resulting in different school-running modes and curricula. The education for the purpose of further studies focuses mainly on general education while that for employment focuses mainly on professional education. These phenomena lead to significant differences between general education and professional education at the stages of basic education, undergraduate education, and postgraduate education in the United States of America. Based on the study, the authors propose that in order to improve high-quality development of higher education, we should adhere to the system integration of general education and professional education in the framework of quality-oriented education. With regard to the school-running orientation and characteristics of universities at different levels and in different types, different modes of integration and intersection should be adopted. Only in this way can we adjust school-running measures according to different conditions in a manner of integrity, innovation, and dialectical thinking, so that we can cultivate students into socialist builders and revolutionary successors with morality, intelligence, fitness, aesthetic appreciation and labor skills well developed in an all-round way. |
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