通識課程設計之個案探討－系統性思維融入「資訊與社會」課程

A Case Study of General Education Curriculum Design - Integrated ＂Systematic Thinking＂ into the ＂Information and Society＂ Course

羅家倫(Chia-Lun Lo)

《輔英通識教育學刊》 3期 (2016/03) Pp. 93-116

摘要

理想中的通識教育應該是開啟個體進入實際世界的生活與學習，這種跨領域的學習涵蓋了哲學的、科學與道德的實踐。然而，通識教育卻時常被學生歸於營養學分而不夠用心學習，也失去設立通識教育的原意。在現代的資訊社會中，專業化的訓練導致學生失去了跨領域的思維與學習興趣，因此一個好的通識課程必須要落實情境教學，以多元化、動態的教學及評分的方式來關照學生之健全發展，激發學生的跨領域的興趣，達到學習的目的。本研究是以國立大學一門滿受歡迎的「資訊與社會」通識課程為例，分享課堂中的策略及心得，結合多項教學活動，帶領學生跳脫應付通識課程的心理，感動他們並帶領他們體驗真實世界以完成本堂課的教育目標。

關鍵字

資訊與社會 ； 跨領域通識課程 ； 系統思考

並列摘要

The ideal general education in universities is a gate that students can go inside real world for living and learning. The interdisciplinary learning needs to contain the practice in philosophy, sciences and morals. However, general education courses are often treated by students as ＂nutrition courses＂. Students also lost their original learning motivation in these courses, and lost the meaning of the general education program. In information society, professional training results students lost their interdisciplinary learning interest and systematic thinking habit. An ideal general education curriculum must include affective teaching, diversified and dynamic approach of teaching to care students' learning performance. When thinking about these approaches in the course design, we focus on how to simulate student's interest and assist them to achieve course objectives. This study employed a popular course ＂information and society＂ as our case study subject. In this case, the teacher applied many teaching strategies and learned from students' feedback. Besides, we also showed lots of teaching activities which are trying to touch the hearts of students and bring them jump out of the traditional thinking. Furthermore, to show them the energy of life.

並列關鍵字

Information and society ； Interdisciplinary general education courses ； Systematic thinking