中國大陸高校通識教育的歷史、現狀與前景

General Education in Mainland: History, Status and Future

本研究簡要梳理了大陸高校開展文化素質教育和通識教育的歷史，發現通識教育目前呈現出四個發展趨勢：一是通識教育選修課開始由注重「數量」轉變到提高「品質」；二是將通識教育課程內涵擴大至公共必修課領域，使公共必修課和通識選修課共同發揮通識教育作用；三是各大學開展的文化素質教育活動、社會實踐等「第二課堂」通識教育（非形式化教育）逐步形成系列和特色，吸引了眾多大學生參加；四是一些大學開始進行「通識教育人才培養模式」的實驗探索，力圖通過大學組織變革和管理制度創新加強通識教育。
針對大陸高校在通識教育理念及實踐中面臨的困境，提出面向未來首先要深刻理解通識教育的內涵，正確認識通識教育在大學中的定性與定位，而不是處於附屬於專業教育的地位；其次，要在通識教育理念指導下精心構建課程體系，改革教育觀念、教學方式和方法；最終，要從根本上提高通識教育的地位，還需要更深層次的大學組織制度變革。

This research briefly introduces the history of cultural education and general education in universities in mainland China. It discovers that there are mainly four trends in general education: first, more and more attention has been paid to improving ”quality” rather than focusing on quantity of elective courses of general education. Second, the content of general education courses is integrated into public required courses so that these two kinds of courses can display the functions of general education concurrently. Third, the ”second class” formats (non-formal education) in general education like cultural education activities and social practices held in many universities have formed their own series and characteristics, which attract many students to join. Fourth, some universities started to do the experimental exploration of ”general education elite cultivation mode”. They tried to enforce general education through university structure reform and management system innovation.
Aiming at solving the problems faced by mainland universities in education ideas and practices about general education, this research focuses on analyzing the developing direction in the future. It suggests that the connotation of general education should be understood deeply first. People should know the quality and position of general education in universities correctly rather than treat it as a kind of accessorial education. Second, the structure of general education should be built carefully under the instruction of the ideas of general education. At the same time, people could reform educational ideas, patterns and methods. Finally, deeper universities structure reform is still needed in order to raise the status of general education fundamentally.