I Am the President of the University

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Undergraduate general education in the United States focuses on students' understanding of global and non-native cultures, with the purpose of enabling students to have a broader global perspective, and to provide new perspectives and new ideas for handling problems and looking at culture.

The origin of general education:

The first stage (1636-19th century): the emergence of liberal education in the United States

Harvard College, founded in 1636, was the first higher education institution in the American colonial period, which greatly influenced the philosophy and curriculum content of American private universities, especially private research universities.

From the perspective of schooling philosophy, Harvard College, and Yale University and Princeton University that later imitated Harvard University, all regard the cultivation of educated pastors and educated citizens as the supreme goal of university education.

At the curriculum level, many scholars believe that most of the Harvard College courses follow the traditions of European universities, especially those of Oxford and Cambridge, with the seven arts and the disciplines of culture and elegance as the main subjects.

The second stage (mid-19th century-19th century): changes in liberal education

In 1828, Yale University put forward the "Yale Report", which systematically explained the purpose, content, teaching methods and educational objects of classical education.

During this period, the basic characteristics of the American liberal education concept can be clearly reflected in the "Yale Report." Unlike the past, the "Yale Report" puts forward that the purpose of education is to cultivate the whole person. The whole person is an elite talent with balanced personality development, broad vision, and comprehensive knowledge and skills.

The third stage (late 19th century-2050s): the formation and systemization of general education in the United States and the changes in liberal education

From the late 19th century to the first half of the 20th century, many universities in the United States began to implement general education, and carried out various reforms in general education according to changes in the social environment and student needs. Therefore, different general education models appeared during this period.

For example, in the early 1930s, the liberal education advocated by the President of the University of Chicago Hutchins with reading "Great Books" as the core content had an obvious impact on American university education at that time.

"Masterpieces" contains about 100 works by the most influential educational thinkers and philosophers in the Western world from ancient times to the time, covering various fields such as humanities, society and natural sciences. Hutchins argued: "On the whole, the purpose of the university education system is not to train labor for industry or teach young people how to make a living, but to cultivate responsible citizens." Therefore, he believes that the classical liberal education concept should be followed. , To use these masterpieces as the basis and common teaching materials for the implementation of free education, to conduct intellectual training on students and cultivate their spirit and ability to explore the truth.

What really theorized and systematized general education was the report "General Education in a Free Society" proposed by the Harvard University Committee in 1945. The report further systematized the theory of general education in the United States. With the continuous strengthening of the political, economic and cultural influence of the United States in the world after the war, American general education concepts and related practices have also spread to all parts of the world.

Although the general education proposed in the "Harvard Report" does not explicitly exclude professional education or vocational education, it is obviously not aimed at cultivating vocational or professional talents. In fact, the general education concept proposed in the report is not only different from the British classical liberal education model that emphasizes the training of gentlemen, nor is it imitating the modern German education model to train academic personnel who are professional in exploring knowledge and truth. What it emphasizes most is to cultivate responsible citizens, and under this premise, provide them with a broad foundation for professional education or scientific research in the future.

The fourth stage (from the 1960s to the present): the integration and penetration of liberal education and general education

Not only are the terms and concepts of the two increasingly vague, they also gradually tend to develop in the same direction at the level of concepts and courses. Except for a few liberal arts colleges, the two have a tendency to combine and merge into one.

The concept of liberal education appeared earlier than the concept of general education, but in recent years, the distinction between the two has become increasingly blurred, and many universities use these two concepts entirely based on their own understanding.

Both are expected to provide relevant teaching content to help students have a sense of social responsibility, master transferable knowledge and skills, and practical abilities. These skills or abilities include communication skills, analytical skills, problem-solving skills, and the ability to apply the acquired knowledge and skills to the scene and society.

Enlightenment: Refer to and learn from the American liberal education or general education model, it is necessary to grasp its essential characteristics and existing problems from the perspective of historical development. Under the premise of understanding the talent training objectives and curriculum content of different stages of liberal education and general education, it is extremely important to discuss the status, influence and significance of the two in undergraduate education. Since liberal education and general education at different stages are products adapted to the needs of the society at the time, serving different educational objects and presenting different characteristics, to what extent can the two be applicable to the current domestic undergraduate education reform~www.novelmtl. com~ is worthy of further study.

Secondly, it is precisely because of the emphasis on classical and humanistic education, the implementation of small-class teaching and the training of specific elites, which run counter to the development trend of industrialization and the popularization of higher education, liberal education has gradually lost its mainstream status in American university education and has to develop and Provide practical and professional content, instead emphasizing the cultivation of students' practical skills. In the process of implementing elite education in China, it is necessary to learn this lesson.

Finally, neither liberal education nor general education completely denies the importance of professional education in university education, nor does it treat professional education as an opposing education model. In fact, since the 1990s, reforms in liberal education and general education in the United States seem to place more emphasis on serving professional education and playing a role in bridging high school education with university professional education or majors. In this sense, compared with before the 19th century, free education in particular no longer has the purpose of cultivating the elite, but more to provide "first-year education" or remedial education for college freshmen to make up for their lack of basic academic ability. , To help them better enter the professional education or graduate education stage of learning.

Keywords: "dilute the profession", "formalism"

Implementation process:

Different from the western general education system:

reason of failure:

1. Insufficient resources, without the assistance of other departments, the unilateral ability of the college is limited.

2. The "tutorial system" has a limited effect, and students lack guidance in choosing courses and majors.

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