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題名 台灣通識教育發展歷程
其他題名 A Belief History of Taiwan General Education
作者 林從一
Lin, Chung-I
貢獻者 哲學系
關鍵詞 通識教育;教育部;大學;高等教育
General Education;Ministry of Education;University;Higher Education
日期 2014-09
上傳時間 1-十二月-2015 14:56:16 (UTC+8)
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。
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.
關聯 長庚人文社會學報, 7(2), 191 - 253
資料類型 article
dc.contributor 哲學系
dc.creator (作者) 林從一zh_TW
dc.creator (作者) Lin, Chung-I
dc.date (日期) 2014-09
dc.date.accessioned 1-十二月-2015 14:56:16 (UTC+8)-
dc.date.available 1-十二月-2015 14:56:16 (UTC+8)-
dc.date.issued (上傳時間) 1-十二月-2015 14:56:16 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/79444-
dc.description.abstract (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。
dc.description.abstract (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.
dc.format.extent 4311543 bytes-
dc.format.mimetype application/pdf-
dc.relation (關聯) 長庚人文社會學報, 7(2), 191 - 253
dc.subject (關鍵詞) 通識教育;教育部;大學;高等教育
dc.subject (關鍵詞) General Education;Ministry of Education;University;Higher Education
dc.title (題名) 台灣通識教育發展歷程zh_TW
dc.title.alternative (其他題名) A Belief History of Taiwan General Education
dc.type (資料類型) articleen