[[alternative]]General education course structure and review system : a case study of an university

碩士[[abstract]]本研究為探討案例學校之通識教育課程架構與審查機制，研究目的如下：第一，探討案例學校通識教育課程架構的特色與問題。第二，探討案例學校通識教育課程審查機制的特色與問題。第三，歸納研究發現，提供案例學校通識教育修改之方案。本研究對象為案例學校之A校區，使用之研究方法為文件分析、訪談法與焦點座談，藉由文件資料之蒐集，個案學校之參訪，與焦點座談之互動，進行研究。研究結果發現歸納如下： 一、通識課程架構之發現與建議： 1、通識教育課程架構中，各知識領域分配比例不均，建議依據知識領域重新分類。 2、十五個通識教育學門部分重疊性高，建議整併重疊性高的學門，重新規劃符合通識教育性質之學門。 3、「核心」課程之科目與學分數過多，請依據通識教育目標調整「核心」課程的科目與學分數。 4、通識教育課程之修課學分數為31學分，必修佔17學分，比例過重，建議減少必修學分，增加選修學門學分之比例。 二、審查機制之發現與建議： 1、新、舊課程之審查程序不一，建議將審查程序做統一規範。 2、通識課程之開課審查未確實運作，須落實通識教育課程之開課審查程序。 3、通識教育課程之開課數與時段，無法滿足學生選課之需求，建議增加通識課程之開課時段與班級數，滿足學生選課需求。 4、通識行政單位原為二級單位，無法確實管理，發揮其功能，建議提升通識行政單位為一級單位，落實通識課程的規劃、實施與管理。 5、各層級課程委員會未確實發揮課程審查功能，使通識課程架構產生許多問題，建議案例學校須落實各層級課程委員會的審查功能。[[abstract]]This study focuses on Taiwan’s “general education” curriculum as used in a particular university’s primary campus. The structure of the general education curriculum, and review processes applied to it are carefully analyzed. There are three purposes for this research: (1) to discuss the special features and problems observed in this example school’s general education curriculum structure, (2) to discuss the special features and problems observed in this example school’s general education curriculum review processes, and (3) to analyze and discuss the observed features of the curriculum structure and review process, and suggest possible steps for improvement. This research project uses document analysis, interviews, and focus groups to collect data. Comparisons to other universities were also made by visiting other schools, and meeting with their administrators. In terms of the curriculum framework for “general education,” several findings led to the following recommendations. First, since there seems to be an uneven mix of different academic fields in the general education curriculum, the curriculum should be restructured around like fields of study. In this way the general education curriculum will have a more balanced framework. Second, since many courses contain similar content, the course contents should be analyzed and recombined into more logical units with less repetition. Third, the “core curriculum” component comprises a large fraction of the general education curriculum, therefore it is recommended that in accordance with the goals of the general education curriculum “the core curriculum” component should be adjusted, and the number of required “core curriculum” credits should be reduced. Finally, the total number of general education curriculum credits required for each student to complete is 31, and of these 17 are required courses. The number of required courses should be reduced so that students may pursue a larger proportion of electives within the general education curriculum. In terms of the general education curriculum review processes, the following suggestions emerged. First, different processes are followed to review new and old elements of the general education curriculum; one unified curriculum review process should be applied to new and old courses alike. Second, the review process for opening of new courses does not follow a clearly delineated process; therefore, a systematic process should be adopted for reviewing new courses to be opened. Third, it was observed that not enough general education courses are being offered, therefore more time should be given for students to select their general education courses, and more courses should be offered. Fourth, the general education office has been a second-level office, resulting in problems related to management and implementation, therefore, it is recommended that the general education office be elevate to a first-level office in order to carry out the general education curriculum’s planned procedures, and achieve its goals. Finally, many problems observed in the general education curriculum framework made it difficult for the responsible parties to accurately review course effectiveness. However, in order to improve the curriculum framework, better review process must be adopted and followed.[[tableofcontents]]目錄 第一章 緒論 ........................................................................................ 1 第一節 研究背景與動機 .............................................................................. 1 第二節 研究目的.......................................................................................... 6 第三節 待答問題.......................................................................................... 6 第四節 研究方法.......................................................................................... 7 第五節 名詞釋義.......................................................................................... 8 第六節 研究範圍與限制 ............................................................................. 10 第二章 文獻探討 .............................................................................. 11 第一節 通識教育的發展及意涵 .................................................................. 11 第二節 通識教育課程規劃與設計 ............................................................... 22 第三節 通識教育課程開課與審查機制 ....................................................... 44 第三章 研究設計與實施 ................................................................... 52 第一節 研究對象......................................................................................... 52 第二節 資料蒐集途徑 ................................................................................. 56 第三節 研究工具設計 ................................................................................. 58 第四節 資料分析......................................................................................... 58 第五節 效度檢核......................................................................................... 65 第四章 研究發現 .............................................................................. 66 第一節 國內大學通識教育課程架構與審查機制 ........................................ 67 第二節 案例學校通識教育課程之課程架構分析 ...................................... 108 第三節 案例學校通識教育課程審查機制分析 .......................................... 142 第五章 結論與建議 ......................................................................... 157 第一節 結論 .............................................................................................. 157 第二節 建議 .............................................................................................. 161 第三節未來與研究建議 ............................................................................. 167 參考文獻 ..........................................................................................169 附錄一 訪談國內大學通識教育課程專家學者之訪談大綱 ....................... 182 附錄二 訪談案例學校通識教育學門召集人之訪談大綱 ........................... 183 附錄三 訪談案例學校通識教育課程學生之訪談大綱 ............................... 184 附錄四 受訪學生一覽表 ........................................................................... 185 附錄五 通識課程架構-基礎課程開課一覽表 ............................................. 186 附錄六 通識課程架構-特色核心課程課程開課一覽表 .............................. 187 附錄七 通識課程架構-學院核心課程課程開課一覽表 .............................. 189 附錄八 案例學校課程委員會設置辦法 ..................................................... 193 附錄九 案例學校通識教育委員會設置辦法 .............................................. 196 附錄十案例學校通識與核心課程中心設置辦法 ...................................... 197 附錄十一案例學校課程改革暨審查作業要點 .......................................... 198 附錄十二案例學校通識教育課程施行規則 .............................................. 201 附錄十三 通識教育課程各學門師資結構表 .............................................. 206 附錄十四 兩場焦點座談會出席人員名單（以姓氏筆畫排列） ................ 208 表次 表格2-2-1 哈佛大學通識課程架構................................................................26 表格2-2-2 芝加哥大學通識課程架構表........................................................32 表格3-2-1 訪談對象及人數............................................................................57 表格3-4-1 資料編碼........................................................................................59 表格3-4-2 訪談校外專家一覽表....................................................................60 表格3-4-3 訪談校內學門召集人一覽表........................................................61 表格3-4-4 學院人數與訪談學生人數對照表................................................62 表格3-4-5 校外諮詢委員一覽表....................................................................63 表格3-4-6 二次焦點座談校內與校外出席人員的統計表............................64 表格4-1-1 臺灣大學通識課程地圖................................................................69 表格4-1-2 政治大學通識教育課程—一般課程之課程目標........................75 表格4-1-3 六所個案學校通識教育課程一覽表............................................92 表格4-2-1 新通識課程架構表......................................................................142 圖次 圖3-1-1 案例學校通識課程架構圖................................................................54 圖4-1-1 清華大學通識課程架構圖................................................................72 圖4-1-2 輔仁大學全人教育課程修課歷程圖................................................81 圖4-1-3 中原大學通識教育課程地圖............................................................84 圖4-1-4 元智大學通識教學必修架構圖........................................................88[[note]]學號: 600750128, 學年度: 10