數位人文跨領域課程之實踐反思：以「敘事文學與媒體」課程為例

Reflections on the Practice of Interdisciplinary Teaching in Digital Humanities: The Case of“Narrative Literature and Media”

跨領域學習旨在打破傳統僅以單一學科知識為核心的學習方式，其課程設計需依據不同學科背景、學習目標與學生需求進行動態調整。本研究以修習通識課程「敘事文學與媒體」之學生為研究對象，研究資料包含：跨領域能力量表、學生學習成效回饋問卷、學生期末成果作品，透過實證研究探討跨領域課程對學生跨領域學習態度與學習成效的影響。研究結果顯示：培養正確的跨領域學習態度是跨領域教學的重要任務；有效的小組協作則是提升學習成效的關鍵；而教師教學時，必須關注學生之間的程度差異，以便及時調整教學內容。此外，雖然學生普遍肯定跨領域課程的重要性，但如何在有限時間內精準測量其跨域學習成效，仍是未來亟待解決的課題。

Interdisciplinary learning seeks to move beyond traditional approaches that are confined to a single discipline. The design of interdisciplinary learning curricula must be flexibly adapted to diverse disciplinary backgrounds, varied learning objectives, and the specific needs of students. This study investigates students enrolled in the general education course Narrative Literature and Media. Data sources include an interdisciplinary competence scale, a student learning effectiveness feedback questionnaire, and analyses of students’final project works. Employing an empirical approach, the study examines how interdisciplinary courses influence students’attitudes toward interdisciplinary learning and their overall learning outcomes. The research results indicate that fostering appropriate attitudes toward interdisciplinary learning is a crucial task of interdisciplinary instruction; effective group collaboration is a key factor in enhancing learning outcomes; and instructors must attend to differences in students’proficiency levels in order to adjust instructional content in a timely manner. Furthermore, although students generally acknowledge the importance of interdisciplinary courses, the challenge of accurately assessing their interdisciplinary learning outcomes within a limited timeframe remains a pressing issue for future research.