以科學－技術－社會(STS)課程培養大學生公民核心能力－通識教育的教學實踐與反思

隨著全球化時代的來臨，世界各國普遍以「核心能力」或是「基本素養」的培養，做為大學教育的具體化目標以及課程設計的基本方針，臺灣的高等教育也不例外；除了各專業領域之外，通識教育也主張培養學生適應未來社會的核心能力，其中最重要的就是培養學生成為負責任的公民，具備公民素養或是公民核心能力。然而，在通識教育中，怎樣的課程內涵與教學取向能有效地培養學生的公民核心能力？這個問題值得深入探討，也需要有更多的大學教師投入教學實驗的工作。筆者曾先後於1999與2007年提出適合培養公民核心能力的「STS（科學－技術－社會）未來公民教學模式」，因此透過大學通識課的開授，規劃並進行一個培養公民核心能力的STS課程。在此課程中，透過議題探究，採取問題解決與行動導向的教學，並結合多元教學方法，如討論、報告、影片觀賞、論壇、辯論、演劇、實地調查以及公民行動方案等，讓學生在學習歷程中，得以有機會發展法治觀念、解決問題、批判思考、溝通合作、意見表達、同理心、關懷學校與社會、行動影響力等公民素養。本文以質性與量化資料呈現本門課的學生學習成效，並透過教學反思，提供通識教育教學的相關意見。

關鍵字

通識教育；公民素養；公民核心能力； STS（科學－技術－社會）；學習成效

並列摘要

At a worldwide scale, developing college students' core competencies is a major aim in higher education. In addition to being competent in one's professional area, general education in Taiwan also places an emphasis on developing students' core ability to adapt to the society in the future. One of the major tasks of the general education is to cultivate students' citizenship; therefore, curriculum in general education is to enhance students' civil core competencies. However, what type of curriculum design and teaching methodology are suitable for fulfilling this aim? This is a question that needs to be answered. There is also an increasing need for more teachers to engage in teaching experiments. This paper proposes an 'STS(Science/Technology/Society) citizenship education' teaching model. Based on the proposed model, the author designed a curriculum, which is problem-solving based and action based. In this curriculum, students are encouraged to discuss, present, see movies, participate in forums, debate, role play, conduct field investigations, and take action. Students thus have opportunities to develop civic core competencies, such as knowledge of law, problem-solving ability, critical thinking, communication and cooperation, opinions expression, empathy, care, and action taking. Both qualitative and quantitative data are provided to reveal students' learning outcomes. Suggestions concerning teaching in the general education are proposed.