加拿大大學通識教育對我國的借鑑

Implication of General Education in Canada's Universities to Taiwan

黃坤錦(Frank Huang)

《加拿大研究》 1期 (1996/06) Pp. 129-159

https://doi.org/10.30378/CS.199606_(1).0006

並列摘要

General education at universities in Taiwan has been considered and discussed seriously in recent years. Similarly, general education at Canadian universities has being reformed, particularly from the middle of 1980’s, For the purpose of improving the general education at universities in Taiwan, it is important to take the experience of Canadian universities as reference.
This paper categories the various ideas or theories of general education at Canadian universities into three: the Idealism/Perennialism, Progressivism/Pragmatism, and Essentialism. The three theories of general education are discussed through the paper. Besides literature review, a questionnaire survey which conducted by the author from 22 Canadian Universities in 1994 is the main method of this study paper.
The general education reform at universities in Canada is mainly stemming from the examination and reflection of general education in the 1960’s-1980’s which is “a disaster area” for most universities. The approaches and issues of the reform focus on the content, commonality, and comprehensives of curriculum.
Distribution requirement, core curriculum, and free elective are the three types of general education curriculum, in which distribution requirement is dominant, core curriculum is thriving, and free elective is declining.
In addition to curriculum, the teaching and learning of general education are another remarkable reforms at universities in Canada. For improving teaching, faculty development, research, and faculty evaluation are organized and implemented much more effective than ever. For the aims of both breadth and depth of general education, students are encouraged to study more advanced, interdisciplinary courses. Freshman seminar, house similar, global studies, multiculture studies, independent studies, etc., are new teaching and learning experience in recent years. Further, administration, resource, student residence, and campus building are considered and eve evaluated more positive than ever to general education.
From the general education at Canadian universities, some implications to general education at universities in Taiwan are as following:
1. To correct the term “Common Required Courses” to “General Curriculum”.
2. To develop the characteristics of universities through general education.
3. To reconsider curriculum structure and study requirement.
4. To connect education in high school and university admission.
5. To redesign teaching hours and credits.
6. To reinforce organization and personnel.
7. To enrich finance and resource.
8. To value campus buildings and campus landscape.