通識教育專業化的聚焦和開展

The Focus and Development of the Professionalization of General Education

大學通識教育雖在臺灣已推行逾一甲子，但定位模糊、理念分歧。本文主張通識與專業教育應由對立走向共構，進而提出「通識教育專業化」，關注通識教育PCK（學科教學知識），強調應培養教師具備跨學科轉化與價值引導能力，方能實踐具學科深度、社會廣度和人文溫度的通識課程。文章從教育理念（應然）、知識本質（本然）與教學實踐（實然）三面向切入，融合敘事探究與後現代課程理念，發展出「通識四面體」模型與「三解三題」教學策略，強調課程需引導學生進行知識的詮釋與再建構。文中亦檢視教育部教學實踐研究計畫與三本教學期刊中通識課程設計的實務案例，發現教師普遍重視學生學習動機、跨域能力、在地實踐等，顯示通識教育實踐已初具專業化趨勢。

Although general education has been implemented in Taiwanese universities for over six decades, it still suffers from ambiguous positioning and divergent philosophies. This article argues that general and professional education should shift from a dichotomous relationship toward a co-constructive one, and accordingly proposes the concept of the “professionalization of general education.” It emphasizes the importance of pedagogical content knowledge (PCK) in general education, highlighting the need to equip instructors with the ability to transform across disciplines and to guide value-based inquiry. Only then can general education curricula embody disciplinary depth, societal breadth, and humanistic warmth. The discussion is framed around three dimensions– educational ideals (What should it be?), the nature of knowledge (What is it?), and pedagogical practice (How do we approach it?)– and integrates narrative inquiry with postmodern curriculum theory. We construct the “General Education Tetrahedron” model (comprising accessibility, adaptability, interdisciplinarity, and reflective thinking) and develop a “3I-3T (Three Interpretations– Three Topics)” teaching strategy (explanation, analysis, deconstruction corresponding to propositions, problems, and issues), emphasizing the need for students to interpret and reconstruct knowledge. The article also examines practical cases from Taiwan’s Ministry of Education Teaching Practice Research Program and three SoTL journals, finding that instructors widely value student motivation, interdisciplinary competencies, local engagement, and course optimization– indicating an emerging trend toward the professionalization of general education.