作 者: ;
机构地区: 广东外语外贸大学中国语言文化学院
出 处: 《湖南第一师范学院学报》 2012年第5期21-24,共4页
摘 要: 衡量人文通识教育课程的水平,不仅要看显性知识,更要看隐性知识。因此,中国人文通识教育要有大的突破性进展,重心必须从"显性知识"转移到"隐性知识"。在具体操作中大体有两种途径,一是将隐性知识转化为显性知识,二是将隐性知识转化为隐性知识。 To evaluate the level of liberal education course,one needs to assess not only the explicit knowledge, but also the implicit one.Therefore, if Chinese liberal education wants to have a breakthrough, the focus should be shifted from explicit knowledge to implicit one.In general, there are two ways to achieve it:one is to convert the im- plicit knowledge into explicit one,the other is to transform the implicit knowledge into implicit one.