從知識傳授到能力培養：逢甲大學人文社會學院中國文學系的個案

From Imparting of Knowledge to Fostering Talents: A Case Study of the Department of Chinese Literature, Feng Chia University

教育透過課程、活動、輔導、陪伴來培養人材，但是，單一系所需要全校不同環節的支持，並在良好的生態系統中才能有效培育學生。二十一世紀國際高校逐漸從傳統以知識傳授為教育目標的「教學導向模式」，轉換成以學生能力培養的「學生本位學習模式」。逢甲大學全校導入MIT的CDIO課程框架，朝向實作專題課程發展，以及學院實體化的方向轉型。本文以中國文學系為例，透過服務設計達成全系共識，以配合全校新鮮人專題、深碗課程、實習，到畢業專題的規劃，並積極推動實習、證照、跨領域學科合作、競賽、輔修等學習生態系統的建立，進行課程結構的改革。

Education fosters talents through courses, activities, counseling, and companionship. However, all supports in a good ecosystem from the whole university makes a single department effectively nurture students possible. In the 21st century the most international colleges and universities have gradually shifted from the “teaching oriented model” that used knowledge transfer as the educational goal, to the “student-based learning model” that cultivated students’ abilities. Feng Chia University introduced the CDIO curriculum framework of MIT, focusing on project-based learning courses, and college based resources integration. This article takes the Department of Chinese Literature as an example, through service design processes to reach the consensus of all faculty members, collaborates with university-wide freshman projects, deep bowl courses, internships, and graduation projects, and actively promote internships, licenses, interdisciplinary cooperation, competitions, and minors, eventually to establish the learning ecosystem and carry out the reform of the curriculum structure.