大葉大學通識教育情意教學計書的現況與發展

Teaching Approach Plan for Comprehensive Education in Da-Yeh University

蕭揚基(Young-Key Shiau)

《研究與動態》 11期 (2004/12) Pp. 135-154

摘要

大學院校通識教育可說是開啟個體進入到生活世界的生活與學習，這種學習涵蓋了哲學的、科學的與道德的實踐，是需要在一恰當的情意氛圍培養而成的。因此，通識教育落實情意教學是有其重要性，同時也是一種能凸顯各校特色與精神的教學。本校通識教育課程的情意教學涵蓋了和諧人生、反省能力、公民素養、全人發展、審美體驗、環境倫理與生命關懷等方面，在落實情意教學過程中，我們所關照到的是學生整全發展的教學，並對其全人格完善的發展提供協助，因而運用多元的、動態的教學方法，營造情意教學的氣氛，激發學生的學習興趣，達成有效認知與情意學習。

關鍵字

通識教育 ； 情意教學

並列摘要

The comprehensive education in universities is a gate that students can go inside learning our real life situation. This kind of learning contains the practice in philosophy, sciences and morals. Our students would be fostered when they study in fuzzy surroundings. Therefore, situational approach is playing an important role in c01llprehensive education area, it also demonstrate a distinct characteristic of a school. Our situational approach in comprehensive education covers living in balance way, reflection, citizenship, whole-person develop, aesthetics, ethics and life-caring. When putting this approach in our teaching, we concern about the balance in students' learning and assist develop of their personality as well. Consequently, we employ a multiple, interact ional way to teach our students and create a fuzzy environment in classroom. To arouse our students' interest in study, that is our ultimate goal.

並列關鍵字

affective teaching ； general education