初探兩岸地區通識教育變革、發展以及策略回應－以實踐大學為例

A Preliminary Study on the Reform, Development and Strategic Response of General Education in Cross-Strait Regions: Taking Shih Chien University as an Example

謝伯欣(Po Hsin Hsieh) ； 張瑞剛(Ruey Gang Chang)

《實踐博雅學報》 34期 (2023/07) Pp. 5-20

摘要

「通識教育」的概念源於古希臘的博雅教育，在東方則可追朔至先秦時期儒家的「六藝」教育。其在現代教育的主要目的在於培養學生自我發展能力及健全人格；也就是除了訓練學生基本處事知能外，也培育學生拓展國際視野、開展美與善人格、適應社會變遷等能力。本文首先敘述兩岸通識教育的演變過程，並探討在當今教育體制下通識教育課程的分類現況以及兩岸共同面臨的問題，包含通識課程內涵與邊緣化問題、課程分類與規劃問題、少子化與質變問題、教師定位及授課內涵的分配問題、行政單位矮化的問題以及教師對於通識教育認知的問題。由於國際教育趨勢演進與少子化現象的影響，各校正逐步進行課程與教育制度的改革，通識教育應有適當轉型措施以因應未來可能的教育思潮演變與教育環境的衝擊，如善用新世代教學媒介、實施跨域共授課程、推廣跨領域共創課程、以多元彈性教學模式激發學生自主學習動機，進而提升通識教育的影響力。最後，以實踐大學作為通識教育課程改革的實例，在轉型過程中使學生有更多元的課程選擇，在教材與教法上強調知識應用與跨領域學習，更將學生自主學習活動升級為課程，由教師組成主題教學社群活動和學生社群募課，參與的學生累積至規定的學習時數後可以抵免通識學分等創新機制，未來通識課程若能結合「素養導向」教育以及融合聯合國永續發展目標，應可進一步深化通識教育的內涵與影響層面。

關鍵字

通識教育 ； 課程規劃 ； 自主學習

並列摘要

"General education," which was originated from Liberal Art in Ancient Greece, can be traced back to the "six styles of calligraphy" in ancient China of Confucianism of pre-Qin period, while nowadays based on students' basic knowledge and skills, cultivating students' self-development ability and healthy personality are the main concepts with the hope to broaden their international vision, and to develop goodness, beauty, and social adaptability. This paper first describes the evolution of general education across the Taiwan Strait, and then discusses the status and the dilemma of the classification of general education courses under the current education system, including the connotation of general education courses, curriculum classification and planning issues, the lower birth rate, teacher positioning and the distribution of teaching connotation, administrative unit dwarfing, and teachers' cognition of general education. Due to the evolution of international education and the impact of low birth rate, each school is gradually reforming the curriculum and education system. That's why general education should have appropriate transformation measures to cope with the educational changing environment in the future, such as making good use of the new generation teaching media, implementing cross-domain co-teaching courses, promoting cross-domain co-creation courses, and stimulating students' self-learning motivation with multiple flexible teaching models. Finally, we will take Shih Chien University as a reforming case of general education curriculum, where students have more diversified course choices in order to enhance knowledge application, and cross-field learning. To sum up, we find that students have accumulated a prescribed number of study hours, which could deduct from general education credits and other innovative mechanisms. Thus, the literacy orientation and the United Nations Sustainable Development Goals (SDGs) should be further integrated to deepen the connotation and the impact of general education.

並列關鍵字

general education ； curriculum mapping ； self-regulated learning

參考文獻

邱秀香（2018）。自主學習與大學通識教育制度規劃。實踐博雅學報，27，19-37。https://doi.org/10.7041/SCJLA.201801_(27).0002

陳介英（2008）。通識教育與臺灣的大學教育。思與言：人文與社會科學期刊，46（2），1-34。https://doi.org/10.6431/TWJHSS.200806.0001

陳杏枝、游家政（2015）。核心課程？還是分類選修？：某私立綜合大學通識教育課程架構改革之研究。教育研究集刊，61（1），69-100。https://doi.org/10.3966/102887082015036101003

黃俊傑（2006）。臺灣各大學院校通識教育現況：對於評鑑報告的初步觀察。通識學刊：理念與實務，1（1），183-224。https://doi.org/10.6427/JGECP.200607.0183

劉金源（2006）。我國大學通識教育的現況、問題與對策。通識學刊：理念與實務，1（1），1-30。https://doi.org/10.6427/JGECP.200607.0001