以議題導向跨領域敘事力課程模組培育科技大學學生跨領域能力

推動跨領域教學並培育跨領域人才，已成為高等教育發展的重要趨勢之一。國立高雄科技大學於2019年開始推動「永續高雄－山海城鄉共生」議題導向跨領域敘事力培育計畫，該計畫以富有高雄在地特色的「鳳山新城」、「永安漁港」、「旗津港區」作為實踐場域，發展出「智慧城鄉創生」與「海洋資源永續」兩個校級學分學程的跨領域課程模組，不同專業之教師在跨領域課程模組，建立課程共構模式，將議題探索、場域踏查、敘事學習融入各專業領域課程，引導學生專業技能與跨域應用的聯結，面對與解決真實世界的問題，進而產生知識的連結與整合，獲得學習的意義感。本文主要說明該計畫課程的設計理念、推動模式、遭遇到的挑戰與因應策略、對於計畫推動的反思與展望，可作為學校組織推動校級跨領域學習之參考，並為教學實務累積多元化的跨領域教學模態。

關鍵字

敘事力；教學創新；跨領域教學

並列摘要

The implementation of transdisciplinary teaching and the nurturing of talented individuals with transdisciplinary skills have emerged as important trends in higher education development. In 2019, the National Kaohsiung University of Science and Technology began to promote the issue-oriented, transdisciplinary narrative competence development program for Rural-Urban and Land-Sea Sustainability in Kaohsiung City. Implementation took place in district areas of Kaohsiung such as Fongshan New City, Yong'an Fishing Port, and Cijin Harbor. Two transdisciplinary university-level credit courses, Smart rural-urban creation and marine resource sustainability, were developed. Each course module is taught by different teachers with expertise in the topic, while joint course structures were designed to integrate issue exploration, onsite observation, and narrative learning throughout each professional domain course. The result led students to bridge professional skills and transdisciplinary applications, allowing them to gain the knowledge to link and integrate solutions for solving real-world problems and achieving meaningful education. This paper mainly outlines the design principles, implementation models, challenges, and counterstrategies during the program. Reflection and prospects for implementation of the program can serve as a guide for university administrators to implement diverse, campus-wide transdisciplinary learning and teaching modules that encourage teaching practice accumulation.

並列關鍵字

meaningful education ； narrative competence ； transdisciplinary teaching

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