轉變中知識理念與大學通識課程設計之探究

Changing Knowledge Ideas and the General Education Program Design of Higher Education

顏素霞(Su-Hsia Yen)

《通識教育季刊》 10卷3&4期 (2003/12) Pp. 1-18

https://doi.org/10.6745/JGE.200312_10(3_4).0001

摘要

本研究希望以深入淺出的方式探討知識的理念，以樸實的生活觀點分析知識與人的關係，藉以建構大學通識教育的時代性和理想性並回應知識理念的挑戰，以作為相關人士之參考。探討知識與人的關係，思考「人是知識發現者」、「人是知識創造者」「人是知識溝通者」等三大面向，將對於有關人類知識的獲得、溝通與應用的有不同層面的關照。從這些轉變中的知識理念來分析知識將發現：知識不再是壁壘分明的學科分化，知識的建構不是只停留在線性的單向觀，應可以從生活議題的討論中建構新知識，從學習者能力表現上檢視知識的合理性和合法性，因此大學通識教育課程無可避免的，它也須回應轉變中的知識理念，才能實踐通識教育深耕的目的。
為實踐大學通識教育的目的，通識教育必須分為三階段實施：
（一）先建構通識教育認知能力指標，強調「人是知識發現者」。
（二）通過檢測或認證者，再修習以情意態度為主的問題為本的學習(problem-based learn)模式，主張以「人是知識創造者」為導向。
（三）最後階段則是在各學係專業領域中，發展專業倫理及以知識統整為本的應用和創新，從「人是知識溝通者」觀點來架構課程。因此大學通識教育必須橫跨四年的大學學習；它從學科知識出發，到問題為本的學習及經驗統整的體悟，最後期能發展成知識統整和人格涵養的應用及行為表現。

關鍵字

通識教育 ； 知識 ； 高等教育 ； 教育傳統思想

並列摘要

The purposes of this article are to analyze the relation between knowledge and mankind, and to redesign the program of general education in higher education. From the analyzing, we find: man will be a discoverer, a creator and a communicator in the knowledge field .The findings also give us a new idea and chance to rethink the relationship between the teaching and general education in higher education. While the general education is confronted by the changing knowledge ideas and mass education, it should revise its program to accommodate most students. The mission of teaching in higher education is reexamined by the outcome of students' efforts. In order to improve the teaching of general education program, I consider that the program should be divided into three stages, and students can:
1. Construct the knowledge-based ability of their cognition about the aims of general education.
2. 2.Learn from the professional problem-based context, and can be educated their emotions and attitudes in the life world.
3. 3.Develope their virtue and cultivate the profession ethics in their own specialized career.

並列關鍵字

general education ； knowledge ； higher education