通識教育就是優質教育
Good Quality Education and General Education
- 關鍵字：
- 優質教育、文雅教育、通識教育 / Good quality education、Liberal education、General education
第三十九輯 - 1997-11-30
高夫曼戲劇論在學校教育上之蘊義許殷宏
The Implication of Goffman's Dramaturgy for SchoolingYin-Hung Hsu
保羅．呂格爾(Paul Ricoeur)文本詮釋學的教育意涵楊洲松
Textual Hermeneutics of Paul Ricoeur and its Entailments of EducationYang， Chou-sung
心靈饗宴--西洋思想家[洛克、盧梭、康德、彌爾、杜威、羅素與懷德海]的教育智慧林秀珍
Seven Western Thinkers' Thoughts Concerning EducationShow-Jane Lin
日本中小學教師甄試之探析葉連祺
A Study of Teacher Qualification Exam for Elementary and Junior High School Teachers in JapanYeh, Lain-chyi
「國際高中畢業會考文憑」的理念與設計--觀念新穎、跨越國界的大學入學制度謝中能、蔣嘉媛、陳舜芬
The International Baccalaureate: Ideas and DesignHsieh， Chung-neng* Chiang， Chia-yuan** Chen， Shun-fen***
教育改革的詮釋學考察--從廣設高中大學的爭議談起張淑媚
The Hermeneutic Educational Reform: Taking the Claim of “Expanding Senior High School and Universities” for ExampleShu-Mei Chang
大學通識教育課程規劃研究草案國立臺灣師範大學教育學系
批判性思考即為通識教育溫明麗
Critical Thinking as a General EducationWen, Sophia Ming-lee
通識教育就是優質教育林玉体
Good Quality Education and General EducationLin Yu-Tee
- 摘要
- 英文摘要
- 參考文獻
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「優質教育」是現代教育界的熱門話題，其實它與歷史悠久的教育界老話題「通識教育」有名異實同的意義。二者皆根據了「教育」的本質。本文是就「教育」之「應然」意，來解析「優質教育」所涵蓋的內容與範圍，並以「知識教育」─潛能的激發，及「品德教育」─人性的光輝，兩大項作為基幹，加上教育的「實然面」予以檢討批判，尤其以台灣的教育經驗為具體實例，指出過去台灣的學校教育，就教材、教育政策、宗旨及教育實際等實施中，拂逆「優質教育」之處，也違反「道德教育」的所在，最後並以「通識教育」的核心要義作總結。
Recently， good education is a very popular topic in educational field. It is actually equivalent to a traditional issue in educational area， that is， liberal or general education. This theme deals with two aspects as its main content：intellectual and moral education. In terms of intellectual education， potentials development to the utmost maximum is the essential goal of education. In terms of moral education， glorification of human sacred nature is also the most pursuit of human endeavours. These two dimensions are good quality education as well as liberal or general education. Unfortunately， education in Taiwan， in the past or even right now， for example， not only ignored but violated the principles of liberal or general education. As a result， bad quality education replaced good quality education. The failures of school teaching， subject matter selections， instruction attitudes and methods， and educational policies in Taiwan are the inevitable corollaries.
