通識課程落實大學社會責任之行動研究

Action Research on General Education Curriculum for Implementing the University Social Responsibility

周芳怡(Fang-Yi Chou)

《通識學刊：理念與實務》 7卷1期 (2019/03) Pp. 1-31+33-35

https://doi.org/10.6427/JGECP.201903_7(1).0001

摘要

在上個世紀間，大學經歷現代化與專業化的洗禮，轉而培養社會所需的人才，然而在臺灣的教育現場，技職大學若偏重於讓學生擁有專業技能，則會忽略大學的真正目標與內涵。是以大學通識教育強調讓學生能思考、能表達、能反省並成為有責任的現代公民，足以補強技職大學的不足。進入二十一世紀的今日，大學的定位和責任有些翻轉，大學被期待與社會、群眾保持互動並承擔更多義務，正因此，大學落實社會責任為時代趨勢，而通識教育正是實踐大學社會責任的重要管道。研究者開設一門名為「行政管理與公共政策」的通識課程並進行為時一學期的行動研究，共計有42位來自10個系的學生參與。本研究收集學生學習成效量表與自評資料、教師和教學助理的課室記錄及學生問卷資料並運用描述性統計與內容分析法進行分析，以瞭解通識課程落實大學社會責任之模式及學生學習成效。本研究發現以學校周邊為場域進行議題探討能促進學生產生共同的地方感，透過合作學習能培養學生問題解決能力與行動力，並提升學生處理社會議題的自信；本課程融入永續發展的概念有助於學生進行觀察、思考與判斷；此外，在課程進行中，師生角色宜動態轉變，才能有效提升課程與教學成效。

關鍵字

通識教育 ； 大學社會責任 ； 地方感 ； 問題解決 ； 合作學習

並列摘要

In the past, universities were deemed as ivory tower with a certain distance away from the society, and the emphasis was on academic research. During the twentieth century, universities changed to foster the talents needed by society after baptism by modernization and professionalization. In the education of Taiwan, vocational colleges focus on equipping students with professional skills; however, students might be hindered from diverse development if professional skills acquisition was the only objective of education. General education in universities highlight the abilities to think, express, and reflect, as well as the sense of social responsibility. In the twenty-first century, universities are operated with support from the government and society, and they are expected to interact with the people and society more often than before, and take on more obligations. In this view, it will be the trend of time that universities should bear social responsibilities, and general education is an important way to fulfill this goal. According to the one-semester action research on vocational colleges to carry out social responsibility through the general education curriculum, this study discovered that discussions with school neighborhoods as the filed could promote common sense of place among classmates; cooperative learning could cultivate students' problem-solving and execution abilities and develop their confidence in handling social issues; the introduction of sustainable development into the curriculum will help students to observe, think, and judge. During the course, the dynamic role changes of teacher and students can effectively enhance the course effects.

並列關鍵字

general education ； university social responsibility ； sense of place ； problem solving ； cooperative learning

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