大学通识教育的基本理念和课程规划

The Basic Ideas and A Curricular Design on General Education in the University

本文探讨大学从文雅教育开始、历经共同科目、而后发展至当前通识教育的演讲历程，并说明文雅教育系针对职业教育、共同科目系针对选修科目、通识教育系针对专门教育。文中强调专门教育加上通识教育才是专业教育，析论通识“教育“、通识“课程“、通识“科目“、通识“教学“、通识“评量“之间的逻辑序列及其内涵与相关。其中特别对通识课程的规划和通识教学的理念，提出基础性和补救性、广博性和多元性、进阶性和统整性的层次，以达成清晰明确的表达能力、综合统整的判断能力、多元整合的全人教育为通识教育之目标。最后以美国著名大学通识教育的课程规划、学分比例以及教学评量等印证：要成为一流的卓越大学，必须重视和加强通识教育。

This article researches the development of general education in the university from liberal education， and common course， to the current general education . The author tries to clarify the basic ideas of liberal education vs. vocational education， common course vs. elective course， and general education vs. specialized education. The article argues that specialized education should be integrated with general education in order to become specialty education. There are logical orders， different meanings and relations among education， curriculum， subject matter， instruction and evaluation of general education. To improve the curricular design in general education， this article suggests following principles：laying a solid foundation or providing remedy， extensive coverage or multiplicity of contents， advanced or integrated levels or dimensions. The abilities to be attained through general education are：clear and explicit expression， comprehensive and integrated judgment， and holistic personality. With some American famous universities as examples， the author appeals to strengthening general education to achieve excellence in the university education.