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日本本科教育通专融合的模式及特色——以东京大学和东北大学为例

Patterns and Characteristics in General-specialized Integration of Japanese Undergraduate Education —Case Study of Tokyo University and Tohoku University

Progress in Social Sciences / 2025,7(7): 609-617 / 2025-08-04 11 4

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• Authors: 韩欣宸 杨曈
• Information:

  东南大学外国语学院，南京

• Keywords:
  General education; Specialized education; General-specialized integration; Tokyo University; Tohoku University
  通识教育; 专业教育; 通专融合; 东京大学; 东北大学
• Abstract: Against the backdrop of globalization and the knowledge economy, the integration of general education and specialized education (known as “general-specialized integration”) has become a key direction in higher education reform. This paper reviews the development of general education policies in Japan since the 1991 “Curriculum Guidelines Reform”, analyzing the policy orientation and societal motivations behind promoting this integration. Using the University of Tokyo and Tohoku University as case studies, it provides an in-depth comparison of two integration approaches, the “2+2” model and the “wedge-shaped” model. The former emphasizes broad exploration and personal development in early-stage general education, while the latter focuses on systematic construction and progressive deepening of the disciplinary core. This study examines the similarities and differences between the two universities in terms of educational philosophy, curriculum structure, faculty allocation, and evaluation systems, noting that while the models differ in form, both treat specialized education as the main axis with general education as a supporting framework, reflecting a shared goal of cultivating multidimensional, interdisciplinary talent. Both universities emphasize diversity and interdisciplinary learning in their curricula, integrating innovation skills and critical thinking, while also establishing multi-stakeholder evaluation mechanisms. Finally, the paper suggests that China, in advancing its own integration reforms, should draw lessons from Japan’s experience by strengthening the transition between high school and university, optimizing curriculum structures, enhancing interdisciplinary development, and establishing diversified evaluation systems—all aimed at improving students’ comprehensive competencies and future competitiveness. 在全球化与知识经济背景下，通识教育与专业教育的融合（通专融合）成为高等教育改革的重要方向。本文回顾了日本自1991年“大纲化”改革以来通识教育政策的发展，分析其推动通专融合的政策导向与社会动因。以东京大学与东北大学为案例，深入比较了“2+2”模式与“楔形”模式两种融合路径。前者强调前期通识教育的广泛探索与个性发展，后者则注重专业主干的系统构建与逐步深化。本研究从教育理念、课程结构、师资配置、评价体系等方面分析两校在通专融合上的异同，指出两种模式虽形式不同，但均以专业教育为主轴、通识教育为支撑，体现出多维复合型人才培养的共通目标。两校课程普遍强调多样性与跨学科性，注重创新能力与批判思维培养，并配套建立了多元参与的评价机制。最后，本文提出中国在推进通专融合改革时应借鉴日本经验，注重高中与大学的衔接，优化课程结构，强化跨学科建设与多元评价体系，提升学生综合素养与未来竞争力。
• DOI: https://doi.org/10.35534/pss.0707103
• Cite: 韩欣宸，杨曈．日本本科教育通专融合的模式及特色——以东京大学和东北大学为例［J］．社会科学进展，2025，7（7）：609-617.