摘要
高等教育中的通识教育有不同使命,但都要着眼于学生正确待人处世的高尚人格的养成和自我发展能力的提升。因此,通识课程不能满足于传授知识,要对学生“晓之以理”,“动之以情”。通识教育课程要由对学理有真知、真信和真行的人来担当。能否造就这样一支教师队伍将成为大学(尤其是单一科类大学)能否普遍开展通识教育、并取得成效的难题。解决这个问题有诸种途径,但实施起来都有一定的困难。一种值得提倡的办法是:精选课程,精减课时,广纳学有专长、研有心得的社会人士来学校教学,形成一支“自由职业”教师队伍,为各校共用。这对解决通识课程教师难题,至少是一种补充办法。它不仅能改变现有学校教师的“单位所有制”,也将有助于提高教学水平、促进学术竞争、自由与繁荣。催生这样一种新的教师模式,将使通识课程成为高校实际可行的一种教学制度。
The mission of cross-disciplinary education varies from place to place, but there is a common goal of teaching students manners, nobility, and how to realize the potential self. Educational Institutions teach students knowledge, reason and passion. Those who are truly committed to cross-disciplinary education are the ones who are knowledgeable and believe in what they are doing. But currently universities and colleges have difficulties in systematically implementing cross-disciplinary education. The author suggests that universities and collages invite well established, “free” intellectuals in the society to teach on campuses. This act will promote educational and academic development.
出处
《北京大学学报（哲学社会科学版）》
CSSCI
北大核心
2005年第5期191-197,共7页
Journal of Peking University(Philosophy and Social Sciences)
关键词
通识教育
通识课程
教师
人事制度
cross-disciplinary education
cross-disciplinary courses
teaching staff
human resources
