The Practices And Reformation Of Contemporary Chinese University General Education

This paper is based on promoting domestic reform of the university general education and university how to transcend the negative influence of modernity.The topic of “the dilemma of the practice of contemporary university general education and reform” is the principal line,and the topic “university how to transcend the modernity crisis” is secondary line.At the same time,from the macro level,this paper makes a theoretical analysis of the concept connotation,value basis and operation logic of university general education,and tries to clarify the positioning of university general education concept on the basis of transcends the traditional concept framework,so as to clear up the historical issues of previous relevant researches.It provides a scientific and accurate theoretical basis for the theoretical and practical reform of general education in contemporary Chinese universities.Taking 1987 as the time line,this paper summarizes the development of general education in contemporary Chinese universities in the past40 years,and summarizes and analyzes the concept and practice of general education in contemporary Chinese universities.From the micro level,combined with a variety of research methods,this paper investigates the status quo of Chinese college students’ acceptance of university general education,and uses SPSS software to conduct quantitative analysis of the results.Interviews were conducted with general education administrators in Chinese universities,and the results were qualatively analyzed by using NVivo software.Through text analysis of the undergraduate talent training programs of 42 first-class universities in China,this paper attempts to analyze the difficulties and problems encountered in the practice of general education in contemporary Chinese universities.Finally,combining these three levels,this paper attempts to solve the practical dilemma of general education in contemporary Chinese universities from five aspects,namely,theoretical construction,curriculum logic,teaching organizational form,practical guarantee,and evaluation system.Therefore,this study strives to make a comprehensive analysis and discussion of the general education in contemporary Chinese universities from different research levels,so as to provide an effective theoretical basis and practical reform path for the development of the general education in Chinese universities,Chinese university education and even the “first-class universities” in China.The specific research contents are as follows:At first,the research traces back the historical origin and logical starting point of the general education concept of university,and revises the traditional concept connotation of general education of university.The idea of university general education is the cornerstone of the practice of university general education.The understanding and orientation of the idea of university general education determine the direction and goal of the practice of university general education.First of all,the origin of university general education can be traced back to two development routes,one is the time route of the historical development of education,the other is the logical route of the internal development of the knowledge world.From the perspective of historical development,the historical origin of general education in universities can be traced back to the liberal education in ancient Greece,which is the result of the inheritance,development and reform of the classical educational concept.From the perspective of the change and development of its educational idea or function,the emergence of general education in universities is an educational idea and mode to solve the problems of subject differentiation,knowledge picture fragmentation and talent cultivation specialization in the knowledge world and higher education.Secondly,there are essential differences general liberal education and liberal education in their core concepts,which respectively contain the same meaning of “liberty” or “freedom”.The “rational freedom” pursued by general education in universities is different from the “identity liberty” demanded by free education.Its educational goal is to realize the realization of rational freedom and the reconstruction of judgment,which has the dual significance of “educational revolution” and “social revolution”.Second,it explores the educational value and operation logic of university general education.The educational value and operational logic of general education in universities can be divided into three levels: talent cultivation and social reproduction;to promote discipline communication and knowledge reproduction;to resolve the crisis of higher education and to regenerate the rationality of higher education.First of all,college general education achieves its goal of talent cultivation by liberating individual rationality;on the other hand,through the reconstruction of individual judgment,it promotes the hierarchical mobility of individuals in the society.Secondly,university general education on the one hand require bridge the gap between the cultural education and professional education,fade out disciplinary boundaries,fuzzy or remove excessive differentiation between professional barriers,promote mutual exchanges between the university disciplines;on the other hand,for the educatee has a close correlation between logic and the common foundation of knowledge,to produce a certain consensus,innovative insights or insight.Finally,college general education,on the one hand,can help higher education dispel the negative effects of university modernity,such as scientific rationality and instrumental rationality,and create the possibility for the regeneration of educational rationality in higher education;on the other hand,as a manifestation of the reflexive modernization of higher education,it forms a power of“self-confrontation” within higher education,which is helpful to resolve the crisis of modernity encountered by higher education.Third,it summarizes the changes,characteristics and localization patterns of general education in contemporary Chinese universities.Since the reform and opening up,the development demand of China’s higher education,the localization reform demand of University general education,the talent demand of China’s social and economic development and the influence of the thought of "all-round human development" have provided internal and external impetus to the development and reform of University general education.Under the impetus of these forces,the contemporary development of general education in Chinese universities has gone through four main periods.First,the early stages of preparation in the 1980 s.As China’s higher education itself is still in the stage of recovery,the development of general education is also limited,so the adjustment of colleges and departments and majors is urgently needed as its preliminary preparation.Second,in the embryonic period of the1990 s,higher education in this period has entered an exploration and transformation period.With the comprehensive promotion of humanistic quality education and the enhancement of colleges’ understanding of general education,general education has entered an early embryonic stage.Third,the transition period from 2000 to 2004.At this time,the development of general education in universities has entered the stage of mutual efforts between the government and universities.In this stage,the general education starts to break away from the original humanistic quality education framework and forms a development model with certain autonomy.Fourth,the development and reform period since 2005.The development of general education in this stage is faced with the demand of localization reform.Therefore,colleges and universities begin to reform the paradigm of talent training concept,curriculum design and teaching organization: the concept of talent training in general education has undergone a change from “talent” to “people-oriented” values;On the basis of traditional theories,curriculum design has changed from the initial “universal courses”to diversified curriculum design such as “module courses”,“core courses”,“major specialized courses” and “hidden courses”.Fourth,it enumerates the practical difficulties of general education in contemporary Chinese universities and makes relevant theoretical analysis.First of all,in the real level,based on the present situation of the contemporary Chinese university general education practice investigation and study,concludes that our country university general education are widespread in the process of practice “ the imbalance of general education training mode”“university general education course system design flaws”“general education organization form lack of diversity ” “absence of university general education evaluation system” and other aspects.Firstly,college general education is regarded as a supplementary education of professional education,and the structure of the two is seriously unbalanced,and the credit proportion of general education courses is also not high.Secondly,the curriculum of general education in universities lacks unified construction standards,the curriculum design mechanism is not perfect,and most of the existing curriculum systems have drawbacks.Thirdly,the organizational form of general education in most colleges is too simple,which is not filled with the basic period of students’ understanding of the organizational form of general education.Fourthly,due to the over-dependence of universities on the influence of objective environment or conditions,the general education itself lacks subjectivity and initiative,and has been in a state of “passive” development for a long time,and its education management level lacks necessary guarantee and reform.Fifth,combining the basic theory,educational value of university general education and the practical situation and dilemma of contemporary Chinese university general education,the paper constructs the theoretical framework and practical reform path of the “specialty and integration” membrane of Chinese university general education.First of all,based on the epistemological framework of“construction-deconstruction-reconstruction”,with the liberation of individual “rational freedom” as the training goal,and with the value basis of “eliminating cultural symbols”“eliminating absolute authority” and “completing knowledge reconstruction and social reconstruction”,the theoretical basis of “specialization and integration” college general education is established.Secondly,based on the theory of “discipline dynamic boundary”,it breaks the traditional logic of discipline field,and builds the curriculum coordinate system with the integration of liberal arts and science and the integration of specialty and general education as the core,trying to replace the traditional education mode of “professional education + general education”.At the same time,in terms of organizational form,it will deepen the understanding of the spatial semantics of colleges,further promote the development of college system general education,and create a new type of learning academic space and knowledge community.Finally,university alliance and diversified evaluation system are taken as the backup guarantee for the practice of general education in universities.On the one hand,university-level alliance is adopted to solve the practical problems faced by universities in implementing general education,such as limited teacher resources,insufficient professional structure,and great difficulty in management.On the other hand,the gaps and defects in the evaluation system of university general education can be filled through the diversification of evaluation objectives,evaluation subjects,evaluation objects and evaluation means.