日本大学之通识教育变革( 1991 － 2015) : 进步抑或倒退——七所综合性基干大学改革与实践的回顾与反思

Advancement or Ｒegression: Ｒeflection on Ｒeform and Practice in Seven Japanese Comprehensive Universities

20 世纪90 年代初期的大纲化改革使日本大学通识教育失去了制度上的保障，通识教育出现了整 体的衰退。至今逾20 年，日本大学对通识教育的反思与改革从未停歇。纵观代表日本最高教育研究水平的七 所综合性大学的通识教育改革与实践: 通识教育的目标由知识的广博涉猎升华为社会发展所需要的能力建构; 通识课程产生量化收缩，通识课程内容边界的延伸也带着向专业教育妥协的痕迹，但通识教育已然成为大学本 科阶段的核心要素之一固定下来，并且高水平大学重振通识教育已经在行动。通识课程“瘦身”的另一面是更 关注教育的过程和互动，课程的挑战度提高; 在全校教师共同承担通识教育的原则下，大学内部迫切需求加强 统筹全校通识教育的运营管理。这些经验和教训会给我国的通识教育实践带来有益的启示。

The Deregulation of University Act implemented in the early 1990s deprived general education in Japan of institutional support，resulting in an overall regression of general education． Over 20 years has passed， and Japanese universities have never stopped reflecting on and reforming general education． From the general education reform and practice in seven comprehensive universities at the highest education research level in Japan， it is found that the goal of general education has turned from acquiring comprehensive knowledge to acquiring abilities that meet the needs of social development． Despite a shrink in general education as well as invasion by professional education，general education has established its role as one of the essential elements in undergraduate education． Besides，general education revival has been evidenced in some top universities． General education courses，while downsizing，focus more on the process of and interaction in education and are more challenging now． With the principle of shared responsibility for general education by the entire faculty，these universities have reinforced the overall management of general education operation． These experiences and lessons have implications for general education practice in China．