通識教育改革中的歷史課程：以國立交通大學跨學科教學計畫課程「世界文明史」為例

國內推動通識教育至今近三十年，為過去共同科轉為通識課程的重大改革。「通識」的理念為目前國內、外教育趨勢，其所欲達成之目標與教育理念則不見得具單一共識。若由教育部的評鑑結果來看，即便通識教育在部分學校成績斐然，但無論是脫離舊制或是達成深遠理想的整體目標上，似乎未真正符合數年來官方與專家學者預期。近年教育部一再規劃新措施並挹注經費，無不希望提升通識教育成效。回顧我國通識教育發展，通識歷史課的使命也隨之變化。本文以筆者擔任的通識歷史課程「世界文明史」為例，觀察經歷幾度評鑑和改革步驟的課程實施，以瞭解實質結果與自我檢討。筆者於通識教育經驗淺薄，課程進行之缺失，敬請前輩博學不吝指正。

關鍵字

通識教育；核心課程；歷史教育；寫作；教學計畫

並列摘要

The almost three-decade promotion of General Education in Taiwan is a continuum of curriculum reform of former common courses. With positive conceptualization of General Education as the common ground of global educational trends, there is no consensus in educational goals and philosophy. From the evaluation conducted by the Ministry of Education, the curriculum reform of General Education yields impressive results in a few universities. However, in terms of transforming the old system or pursuing new goals, General Education as a whole seemed not meeting the expectations of governmental sectors and educational experts. In recent years, for several times the Ministry of Education has set new policies and provided funds to increase the effectiveness of General Education.The syllabus of history course has changed along the development of General Education. The General Education history course ”History of World Civilization” instructed by the author is served as an example in this article. The results of several curriculum evaluations and implementations of each of the reform steps will be examined to understand the essence of the results and look for opportunities for further improvements.I have not had much experience in general education and would respectfully request senior specialists to point out flaws of my curriculum ideas and methods of teaching.