摘要
教育理论界和高等教育机构对大学通识教育问题进行了数十年的探讨及实践,尽管对通识教育的内涵和理念的认识存在不同观点,大学通识教育实践却具有极大的共性。大学通识教育的认识差异并未左右社会对一些众所周知的大学通识教育能力和通识教育效果的评价,这种来自公众的带有感性色彩的评价的背后就是社会对大学通识教育问题的理性认识。本文试图透过对公众感性的关于大学通识教育能力的认识的理性思考,给出大学通识教育能力的量化类型评价方法。
The discussions about and practices of general education in universities have been conducted for decades by education theory circle and higher education institutions. Despite the different views and understanding of its denotation and concept, the practices of general education have achieved great commonalities. Discrepancies in the understanding of general education have not influenced the assessment of some renowned universities＇general education competence and their attainments. A rational understanding of general education is actually backed up by the emotional public assessments. With a rational consideration of the public sensibility of university general education competence, this study proposes the approach of quantitative typological assessment of general education competence.
出处
《河北学刊》
CSSCI
北大核心
2010年第3期238-241,共4页
Hebei Academic Journal
基金
2009年度河北省社会科学发展研究重点课题<大学通识教育能力量化评价及对省内高校的实证研究>(200902041)
关键词
大学通识教育
通识教育资源
通识教育能力
评价
university general education
general education resources
general education abilities
assessment
