全人成長通識課程之學習經驗研究

A Study on the Learning Experience of the Holistic Grouwth General Education Curriculum

吳姿萱(Tzu-Hsuan Wu)

指導教授 ： 潘正德

中原大學/人文與教育學院/宗教研究所/碩士(2006年)

https://doi.org/10.6840/cycu200600681

摘要

摘要
本研究旨在了解大學生接受全人成長通識課程之學習經驗。

全人成長通識課程是依據全人教育的理念與內涵、國內外相關的研究發現及John P.Miller而建立的課程內容。John P.Miller認為全人教育可以達到以下的功能：1.將不同領域的知識作內容上的連結。2.針對問題可以有多元化且全方位的看法。3.在身心靈各個層面做態度與行為上的改變。4.檢視學生的社群關係。5.使我們和自我有更深的連結。
根據上述，本研究的目的包括：
1. 探討學生經由全人成長通識課程，學習哪些全人教育的內涵?
2. 探討學生經由全人成長通識課程，養成哪些知能?
3. 探討學生經由全人成長通識課程，經驗哪些感受?
4. 檢驗並評估學生經由全人成長通識課程而帶來哪些改變?

本研究以質性研究作為研究方法。為提高研究資料的可信度，並提升研究的品質，本研究除了用開放性問卷蒐集資料外，也由學生在課程實施後寫下心得紀錄，並由研究者與每位成員面對面的討論，也藉由電話、MSN、Yahoo、Messenger、skype等電子聯絡方式於課後討論問題、藉以補充資料，修正意見。本研究使用的半結構、開放式問題分為全人與課程的關係、學生的體驗、成長與學習三種類別。
　本研究經由資料蒐集與分析，得到下列結果：
1. 學生學習到且認同全人教育理念
學生對於全人教育理念從不熟悉到認同，主要是因為全人教育理念是著重在全方位的關懷，也就是身、心、靈的關懷。因此學生在學習全人教育理念之後，很快的就認同這個理念，最明顯的收穫就是對自己的認識和同理心的增加，開始學會珍惜自己身邊所擁有的一切並學習不求回報的幫助他人，學會一些技能以幫助自己行為的轉變。
2. 全人教育課程幫助學生體驗生活中的人、事、物並幫助學生養成安身立命的技能與知能
中原大學的全人教育理念著重的是天、人、物、我四個關係的連結，因此學生在經由這課程之後，不但學習到了自然的偉大，大自然與人的關係，也了解自我與自我的關係和自我與他人的人際關係，更知道物的使用以及明白人與物的關係不是一種佔有者與被佔有的關係，人相對於物的關係應該像是聖經中所說的，是一種管理的關係，我們擁有的物，是值得感恩的，因此我們應該要好好珍惜與管理、使用。學生們也分享當他們開始對生活中的人、事、物有所體驗後，就開始會去關心別人、開始懂得運用溝通的技巧、懂得聽出他人話語中所要表達的心情、能去為別人設想，而這些技能和知能是在體驗活動中不知不覺地培養出來的。
3. 全人教育課程是一引導學生經驗一些平時容易被忽略之感受的課程
全人教育課程幫助學生在日常生活中體驗大自然給予的愛；從觀察週遭一切開始，發現被自然擁抱的感覺，體會身、心、靈融合在自然之中的幸福，進而領悟造物主對生命的愛。本課程幫助學生發現生命的奇妙，了解生命的形成並不容易也絕非偶然，所以要珍惜生命也要熱愛生命並進而用關心、關懷的心情去幫助週遭的人、去愛惜週遭的物、去感受週遭的事。學生在分享中除了說明對上述的學習外，也發現他們開始能夠去感受自己在面對人生中轉變時心情的變化，開始知道自己的情緒反應、代表怎樣的需要正在被反應以及如何回應，這些可以幫助他們更成熟的面對生活環境的變化。
4. 全人教育課程中實際體驗與理論傳授同等重要，因此學生可以產生行為上的
轉變
本課程十分注意實際的體驗和“從做中學”，因為知能與實際體驗，才能形成自我改變的力量和學習自我改變的技巧。體驗活動可以幫助學生設身處地的感覺一些事物，模擬一些狀況並學會一些反應方式，更重要的是，經過體驗，他們對人、事、物的看法會有所改變，因此行為也會跟著有所轉變。

最後，根據結論與討論，本研究在班級人數、課程規劃、社區配合、研究方法等方面提出具體的建議，以作為日後進一步研究及實務推廣的參考。

關鍵字：全人成長通識課程、全人教育、學習經驗、通識課程

關鍵字

全人教育 ； 學習經驗 ； 通識課程 ； 全人成長通識課程

並列摘要

Abstract
The purpose of this study is to explore the learning experience of the “Holistic Growth General Education Curriculum” (HGGEC) for university students who were enrolled in the two credits of General Education.
HGGED is based on the holistic education of Chung Yuan Christian University, and the John P. Miller’s holistic growth curriculum. The educational ideal of Chung Yuan Christian University includes four domains: faith, interpersonal relationship, object and myself, and achieves the goal of the balance development in body, psychology and spirit. The goals of the John P. Miller’s holistic growth curriculum includes: 1.to link the content of different knowledge in terms of linear thinking and intuition; 2.to integrate views and to explore the relationship between mind and body; 3.to change the attitude and behavior in the each part of body, psychology, and spirit; 4.to examine the relationship between person and community; 5.to connect with the deepest part of ourselves.
Above all, the purpose of this study is to:
1. examine what content students learn from the HGGED;
2. examine what knowledge and skills students gain from the HGGED;
3. explore what experience students learn from the HGGED;
4. examine and evaluate what behaviors students change from the HGGED.
The qualitative research method was used in this study. In order to enhance the reliability, a variety of data collecting methods included: questionnaire discussion, telephone, msn, skype, yahoo messenger were conducted at the process and after the classes. According to the purpose of this study, the questionnaire was a semi-structured and open-ended question.
After collecting and analyzing data, several conclusions are made as follows:
1. The students learned and approved the ideal of the HGGED.
After learning the ideal of the HGGED, the students identifed and approved the ideal. Obviously, students increased the level of self-understanding and empathy. They started to treasure periphery all and learn to help others without repayment, to learn some skills for self-change.

2. HGGED helped students to experience human beings, matters
and things in their lives.
The educational ideal of Chung Yuan Christian University emphasizes to connect the four relationships- faith, interpersonal relationship, object, myself. After the curriculum the students have learned how great the nature is, the relationship between the nature and human beings, the relationship between I and self, and the relationship between interpersonal relationship and self. Its relationship should be the management just like the Bible said:“We should feel grateful all which ourselves have; we should well to use and management”. When the students started to share what they experience in their daily lives, they started to care about others, and to use some communication skill, to realize how to express their feelings. The skills and techniques mentioned above were formed unconsciously by the experiential activity.

3. HGGED helped students to experience their feelings which were used to be ignored in their daily lives.
Holistic growth curriculum helped students to experience human being love in their daily lives.The curriculum assisted students to understand how marvelous the life is, to realize its mysteriousness .We should treasure our life; deeply love our lives; and treasure the other’s lives. When faced transformation of the mood flexibility in the life students learned to think about the proper way to response.
4. HGGED provided a key factor for students to change their behaviors on the basis of theoretical and practical experiences.
This curriculum focused on the integration between theoretical and practical experiences. Therefore, students were able to learn lots of subjects in the process of teaching and interaction. Experiential activities made students feel some fresh idea, precious interaction, and the way of to react. More important finding was students changed their point of view to many things which happened to them, and consequently they changed their behaviors.

Finally, based on the research findings, suggestions and recommendations were made for the future study and practical curriculum design.

Keywords: holistic growth general education curriculum、holistic education、learning experience、general educatuin.
.

並列關鍵字

holistic growth general education curriculum ； learning experience general educatuin ； holistic education

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