On Humanity Education For Technical Talents In The 21～(st) Century

It is a worldwide tendency to emphasize the humanities education in the educational reform. The author argues the effect and signification of humanities education for cultivating technical talents: the first is demands of cultivating talents who are competent to coping with the challenge of new technology revolution and knowledge economy; the second is demands of promoting the overall development of person; the third is demands of becoming world citizens who is responsible to progress of human society and solving the dilemma to which human have to face. The thesis emphatically searched the aim, content and main approach of humanities education for technical talents in new century, suggesting that learning to be a man is nuclear aim of humanities education; learning to think, behave and innovate is significant aim of humanity education. In accordance with the aim of humanities education, the author advances four aspects of educational content in the humanities education for the new century technical talents by taking into account technical development, economic development and social development and analyzing the inner requirements of the educational rules of both internal and external relationship, which can be summarized as follows: 1) Accomplishment Education aiming at displaying traditional Chinese culture and absorbing foreign culture; 2) Application Education meant to adapt students to the development of market economy; 3) Cross-subjectEducation combining natural science and social science; 4) Skill Training focusing on the improvement of both oral and written communicative competence. In addition, with the four aspects as its center, the author makes an attempt to establish a course series of humanities education for university students of science, engineering, agriculture and medicine as well, which lays its emphasis on fundamentality, applicability, creativity and practicality, displays the aim and content of humanities education for technical talents and benefits their growth. This article, besides, is an attempt to probe into other such education approaches adapted to educational content as humanity lectures, campus culture, viewing humanities education as a system and forming a characteristic humanities educational pattern with campus life reflected in it. Finally the author points out some relations which should be properly tackled.With its successful application to teaching, the author is awarded a state-level second prize for his study based on the theory of this article.