跨域學習課程與未來職場能量關係之探究

An Exploration of the Relationship Between Interdisciplinary Learning Curriculum and Future Workplace Energy

Z世代的學子須透過「跨域學習」培育「多元智能」的能量，以符合職場需求。「跨域學習」分為知識島嶼、自我覺察、欣賞理解、參與建構和跨域統合等五個階段。跨域學習的策略，包括：一、建置校內外跨域學習的整合機制，培育跨領域的實踐人才。二、延攬業界跨領域的專業師資，強化跨域學習的師資團隊。三、實施跨領域整合的聯合大學，促進學校跨域變革轉型。四、推動大學社會責任的實施方案，活化學校固定的學習課程。跨域學習課程與未來職場能量關係密切，透過智慧應用智能形塑職場需求證照、創造思考能力形塑職場創新變革、執行任務展能形塑職場實踐成效、科技自主研發形塑職場實驗探索等四個面向，將可轉換為未來職場人才需求能量。

The generation Z students must cultivate the energy of “multiple intelligences” through “interdisciplinary learning” to meet the needs of the workplace. An “interdisciplinary learning” is divided into five stages: knowledge island, self-awareness, appreciation and understanding, participation in construction and interdisciplinary integration. The strategies for interdisciplinary learning: (1) The establish an integration mechanism for interdisciplinary learning inside and outside the school to cultivate interdisciplinary practical talents. (2) Recruit interdisciplinary professional teachers from the industry and strengthen the teaching team for interdisciplinary learning. (3) Implement interdisciplinary integrated joint universities to promote interdisciplinary reform and transformation of schools. (4) Promote the implementation program of the university’s social responsibility and activate the school’s fixed learning curriculum. The relationship between interdisciplinary learning and educational workplace energy lies in (1) the smart application of intelligence shapes workplace demand for certificates, (2) the creative thinking ability shapes workplace innovation and change, (3) the ability to perform tasks shapes workplace practical results, and (4) the technology Independent research and development shapes workplace experimentation and exploration, and then transform into the energy needed for talent in the future workplace.