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題 名 | 臺灣通識教育發展歷程=A Belief History of Taiwan General Education |
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作 者 | 林從一; | 書刊名 | 長庚人文社會學報 |
卷 期 | 7:2 2014.10[民103.10] |
頁 次 | 頁191-253 |
分類號 | 525.4 |
關鍵詞 | 通識教育; 教育部; 大學; 高等教育; General education; Ministry of education; University; Higher education; |
語 文 | 中文(Chinese) |
中文摘要 | 本文以「通識教育的內部結構」、「大學」與「教育部」三者為座標,刻劃出臺灣通識教育發展歷程。並將此歷程分成五個階段:1995年大學法修正之前的階段、「問題界定階段」(1995-2002)、「擘劃、探路與鋪路階段」(2003-2006)、「以通識教育為大學核心的改革階段」(2007-2010),以及從2011年到現在的「後《通識教育中綱計畫》階段」。本文認為,臺灣通識教育必須在下列六個大學大趨勢中才能看出其完整意義:跨領域整合的教育趨勢、以通識教育為軸線重新定位大學、從知識本位到學習本位的教育轉向、從套裝知識教授到核心能力培養的教學轉向、教學成就重新成為重要學術成就,以及社會參與式學習的發展。 |
英文摘要 | This paper characterizes the development of general education (GE) in Taiwan in terms of the interaction of the following three factors: internal structure of GE, universities and Ministry of Education. The development comes into five phrases: 1995 Amendment to the Higher Education Law in accord with the academic autonomy principle; problem identification phrase, 1995-2002; planning, exploration and stage setting phrase, 2003-2006; GE centered university reforming phrase, 2007-2010; post General Education Grand Project phrase, 2011-2014. It shows that a germane understanding of the significance of the GE development in Taiwan should locate the development in the following contexts: the trend of interdisciplinary education, GE oriented trend of universities and collegesre-identification, the turn from the knowledge centered to the learning centered pedagogy in higher education, the turn from the teaching of theoretical knowledge to the cultivation of core competence, the re-identification of teaching achievement as a significant academic achievement, and the development of social engagement oriented learning. |
本系統中英文摘要資訊取自各篇刊載內容。