重建大學課程的意義與策略初探

Abstract

近年來，高等教育議題紛擾不斷，但有關「學生應有怎樣的學習經驗」、「系所應如何規劃課程」、「應培養學生具備怎樣的能力」等，卻是嚴重被忽略的議題。基於課程承載教育的目的、意義、功能及價值，面對當前強調發展學生專業能力的高等教育品質提升訴求，實有必要認真檢視、重建高等教育的系所課程結構。基於此，本文根據某大學教育研究單位協助校內共22個系所建構學生專業能力的經驗，探討重建大學課程的意義與策略。首先，論及大學系所學生專業能力的建構與課程發展之關係'指出大學課程發展的動態歷程、系所課程發展的決策模式，以及大學系所學生專業能力與課程發展的定位。其次，討論建構大學系所學生專業能力的思考向度，包括專業能力的面向、專業能力的情境評估以及權重考量等，進而根據以專業能力為取向的課程發展衡量因素，提出八項應用原則與實例。最後，則就參與系所在建構學生專業能力的過程中所提出的爭議問題，反思重建大學課程所面對的挑戰。希冀透過本文所呈現的經驗反思，對國內高等教育課程重建的策略思維能有所助益。

Although there is heated debate in higher education concerning what students shmdd experience in university, how the curriculum should be organized, and thecompetencies students should be equipped with upon graduation, there is little serious effort toward answering these questions. Since a curriculum reflects the mission, meaning, function, and value of a university, quality assurance in higher education requires that colleges and universities periodically review the curriculum and make changes if necessary. The purpose of this paper was to explore the principles and strategies used in reconstructing a college curriculum. Twenty-two departments and graduate institutes voluntarily participated in a university-wide identification of the professional competencies students should be equipped with upon graduation. The authors first explored the relationship between constructing students' professional competencies and the dynamic process of curriculum development. Then, the authors discussed the imperative considerations in the construction of students' professional competencies. In the discussion, guiding principles and illustrative examples are provided for the constructive thinking of a "professional competency-oriented" college curriculum design. Finally, based on the issues raised in the process of constructing students' professional competencies, the authors reflect critically on the challenges confronted in the reconstruction of a college curriculum. It is hoped that through engaging in critical reflection, this paper can provide useful recommendations for curriculum deliberation in higher education.