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通识教育已提倡多年。由于通识教育通常流于一种泛泛的提升修养、完善人格,培养学生跨学科知识的吸纳能力和整合能力等泛人格、泛素质、泛学习方法的泛泛之举,因此,不论是教师或是学生乃至学校及教学主管部门,对此种通识教育,往往都止于一种原则性的被动服从的安排。故教学者盲目被动地讲授,学习者亦盲目被动地学习。教与学双方都缺乏一种明确的针对性、主动性与积极性,而寄望于一种褒之可曰潜移默化的非功利性,贬之可曰无明确目的性的被动教学的尴尬状态。其实,通识教育的重要性远不止此种流行的泛人格素质的空泛目的。
Liberal education has been advocated for many years. As general education generally falls into the general category of pan-personality, ubiquitous and pan-learning methods such as enhancing and cultivating, perfecting personality and cultivating internship and interdisciplinary knowledge of interdisciplinary knowledge of students, neither teachers nor Students and even schools and departments in charge of administration of education generally end in such a principle of passive obedience to arrangements. Therefore, instructors are blindly and passively taught, and learners blindly and passively study. Teaching and learning both lack a clear focus, initiative and enthusiasm, and look forward to a kind of praise can be subtle non-utilitarian, derogatory can be said that there is no clear purpose of passive teaching embarrassment. In fact, the importance of general education goes far beyond the vaunted purpose of the popular pan-personal qualities.