An Interdisciplinary Model to Implement General Education
An Interdisciplinary Model to Implement General Education
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实施通识教育的跨学科模式
DOI：
10.1080/00221546.1983.11778151
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发表时间：
1983
期刊：
影响因子：
--
通讯作者：
Michael Moore
中科院分区：
文献类型：
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作者：
Barbara A. Hursh;P. Haas;Michael Moore
虽然很少有人反对通识教育应该是高等教育课程的主要组成部分，但对于实现通识教育目标的手段却没有达成普遍共识。虽然通识教育应该使学生能够从一个广泛的、综合的角度来处理问题，并了解主要的探究形式，但教育机构仍然在教导学生如何只在学科的范围内思考。每个学院或系通常在其学科中发展强大的项目，招收专业学生，并且，言下之意，不太关心通识教育，而只关心融合。默认情况下，通识教育课程变成了一系列松散关联（如果不是不相关的话）、强调特定学科内容的课程。让学生自己去发现联系，认识共性，并评估方法、假设和价值观上的差异。尽管有越来越多的证据表明，并非所有学生都能完成这项任务，但学生仍然必须在区域I中选修X门课程，在区域II中选修Y门课程，以此类推。课程设计者很难举出任何一种学习理论来推动某些学科的发展，无论以何种比例
While there is little opposition to the concept that general education should be a major component in the higher education curriculum, there is no general agreement on the means to achieve the aims of general education. Although general education should enable students to deal with issues and problems from a broad, integrative perspective, as well as to know major forms of inquiry, institutions continue to teach students how to think solely within the confines of disciplines. Each college or department often develops strong programs in its disciplines, recruits majors, and, by implication, worries little about general education and a concern for integration. By default, general education curricula become a series of loosely related, if not unrelated, courses that emphasize specific disciplinary content. Students are left on their own to see connections, recognize commonalities, and evaluate disparities in methods, assumptions, and values. Despite the mounting evidence that not all students accomplish this task, students must still enroll in X number of courses in Area I, Y number of courses in Area II, and so on. Curriculum designers are hard pressed to cite any theory of learning that advances certain disciplines as being necessary-in whatever propor-