殊途同歸：談通識教育與108課綱的交會

Different Pathsways With the Same Ends: The Intersection of General Education and the National Curriculum Guidelines of 12-Year Basic Education

隨著臺灣社會的民主、開放和進步，以及人才培育與知識典範的轉移，在近數十年的進程中，通識教育在人才培育的重要性與價值愈來愈受到重視，特別是在高等教育階段，臺灣的通識教育日益成熟。而另一方面，2019年正式實施《十二年國民基本教育課程綱要》（簡稱108課綱），其所強調的課程理念與課程設計內容亦有明顯通識化的傾向，使我國通識教育能夠從國民教育連貫銜接至高等教育。基於此，本文旨在探究「通識教育」及「108課綱」的對應關係。首先，討論此通識教育和國民教育的發展脈絡及核心理念；其次，分析108課綱的關鍵內涵後，闡釋108課綱與通識教育的相輔相成之處：包括：一、強調核心素養的培養；二、推動知識的統整與應用；三、支持探究與實作的學習；四、強調終身學習與自主學習等。由於通識教育的課程目標具有廣博特點，通識教育可視為是學生於108課綱下所獲得的素養經驗，使其能在高等教育中獲得支持和發展的重要途徑。最後，本文提出結論和建議。

Along with the democratization, openness, and advancement of Taiwan’s society, as well as the shift in talent cultivation and knowledge paradigms over the past few decades, the importance and value of general education in the process of nurturing talent have increasingly been recognized. Especially at the higher education level, where Taiwan’s general education has become more mature. On the other hand, the Curriculum Guidelines of 12-Year Basic Education, officially implemented in 2019 (commonly referred to as the 108 Curriculum Guidelines), emphasize curriculum beliefs and content design that also show a clear trend towards general education. This allows Taiwan’s general education to seamlessly connect from national education to higher education. Therefore, the purpose of this article is to explore the relationship between “general education” and “Curriculum Guidelines of 12- Year Basic Education”. We discuss the development and core concepts of general education and basic education. Secondly, after analyzing the key connotations of the Curriculum Guidelines of 12-Year Basic Education, we explained how they are complementary to general education, including: (1) emphasizing the cultivation of key competences; (2) promoting the integration and application of knowledge; (3) supporting the learning of enquiry and practice; (4) emphasizing lifelong learning and self-directed learning. Given the broad character of general education’s curriculum objectives, it can be seen as an important pathway to support and develop the competence experiences gained by students in the Curriculum Guidelines of 12-Year Basic Education into higher education. The paper concludes with conclusions and recommendations.