塑造全球能力:美国大学通识教育的路径机制 ——以哈佛大学、斯坦福大学的通识课程为例-清华大学教育研究

文章信息/Info

Title:: Shaping Students’ Global Competence: An Analysis of the Path Mechanism of General Education in American Universities ——Take the General Education Curriculum of Harvard University and Stanford University as Examples

Author(s):: WU Yi-lin LYU Lin-hai; Institute of Education, Nanjing University

Keywords:: global competence; global talent; Harvard University; Stanford University; general education; blended path

摘要:: 新自由主义价值正确对自由教育价值自觉的弥补,是美国大学通识教育人才培养理念在全球化时代的变革趋向,指引其人才培养目标由“服务美国”向“以服务美国为基础制胜全球竞争”拓展,亦领航着哈佛大学、斯坦福大学通识课程的知识组织框架与学习途径朝向整合式、具身化发展。即通过增值学生的人力资本、向学生传递国家价值和强化学生全球化意识,从而触发、促成学生的即时性思考与结构性反思,将塑造全球能力融入通识教育之中。这得益于哈佛大学、斯坦福大学对全球化时代美国大学通识教育人才培养理念变革及其培养目标拓展的把握,其内在逻辑是两校对“本土”与“全球”关系的妥善处理,及对美国国情、国家发展战略和学生学情特点之关系的积极协调。

Abstract:: The compensation of the neoliberal value correctness to the liberal education value consciousness is the main transformation trend of the talent training concept of American universities’ general education in the era of globalization, which has led to the expansion of its talent training goal from “serving the United States” to “serving the United States as the basis to win the global competition”. It also leads the development of the knowledge organization framework and learning approaches of the general education curriculum at Harvard University and Stanford University to transit towards an integrated and embodied mode. That is, to trigger and facilitate students’ immediate thinking and structural reflection by increasing their human capital, inculcating national values, and strengthening their globalization awareness, so as to integrate shaping students’ global competence into general education. This is owing to Harvard University and Stanford University’s understanding of the changed concept and expanded goals of American universities’ general education in the era of globalization. The internal logic is that the two universities properly handle the relationship between “local” and “global”, and actively coordinate the relationships between the American national methods, national development strategies and the characteristics of students’ learning.