醫護學院國文課程融入通識精神之探討－以高雄醫學大學與輔英科技大學“國文”課程為例

Some Aspects of Merging the Spirit of General Education into Chinese Curricular in Medical University

簡光明(Kuang-Ming Chien)

《通識教育季刊》 11卷4期 (2004/12) Pp. 45-66

https://doi.org/10.6745/JGE.200412_11(4).0003

摘要

本論文以高雄醫學大學與輔英科技大學國文課程作為例，說明融入通識精神的實施模式，全文共分七章：一是前官，說明寫作的動機，二是國文課程設計理念與實施模式，分別從國文、中國語文能力，中國文學分類選修說明目前幾種國文課程的運作方式，三是通識精神、醫護特色與國文教學，說明國文教學中融入通識教育精神的意涵與醫護特色的模式，四是通識教育理論與國文教學，分別從國文課程教學中舉例說明其與通識教育理論：精義論、進步論、均衡論、多元文化論呼應之處，五是國文課程中報告、討貪、閱讀與寫作的結合，分組報告的規藝使學生接觸作家與文學環境，討論以學生作品為中心，進行評論與寫作心得分享，閱讀規劃有課外閱讀、經典閱讀及文學講書會，寫作規藝則有實習手記、人物專訪、專業文學與專業電影賞析，六是結語，總結上述論國文教學的觀點，提出個人心得，以供技職校院規劃與實施國文課程之參考。

關鍵字

國文教學 ； 通識教育 ； 醫護文學 ； 課外閱讀 ； 中文寫作

並列摘要

The thesis serves Chinese curricular, taught in Kaohsiung Medical University and Fooyin University, as examples. To elucidate the operation mode of merging the spirit of General Education into Chinese curricular, this paper divides into 7 chapters: Chapter 1 depicts the motive of writing this paper. Chapter 2 comprises design idea and operation mode of Chinese curricular, explaining several operation styles currently adopted in terms of Chinese, Chinese Linguistic Ability, and Classification Elective of Chinese Literature. Chapter 3 includes the spirit of General Education, Medical Characteristics, and Chinese Teaching, depicting the meaning of merging the spirit of General Education in to Chinese Teaching, and the mode of Medical Characteristics. Chapter 4 is composed of the theory of General Education and Chinese Teaching, taking examples from the Teaching of Chinese Curricular to elucidate how it responds to the theory of General Education: concise doctrine, progress doctrine, balance doctrine and multi-cultural doctrine. Chapter 5 is the combinations of presentations, discussions, reading and writing of Chinese curricular. Planning of group presentations allows students to contact with writers and Literature environments. Discussions are mainly focused on students' articles, and assessment plus their feelings towards their own pieces of work will be conducted. On one hand, Extracurricular Reading, Classic Reading, and Croup Reading are included in Reading Planning; on the other hand, Diaries of Internship, Reports of Characters, and Professional Literature as well as Appreciation and Analysis of Movie are assigned in Writing Planning. Chapter 6 is Conclusion; it provides perspectives of Chinese Teaching mentioned above with my personal opinions. I hope that this paper could be used as a reference for Vocational Colleges when they are about to plan and effectuate Chinese Curricular.