從四大面向初探大學通識教育現況：以行動諮詢為起點

Exploring University General Education Through Four Dimensions: Based on On-Site Consultation

面對科技與社會快速變遷，高等教育必須培養學生應對複雜多變世界的能力。本文以教育部「提升大學通識教育中程計畫」第一期行動諮詢所走訪的40所公私立大學及技專校院觀察紀錄為基礎，從「重定位、重關係、重內涵、重方法」四大面向，探究臺灣高等教育通識教育的發展趨勢與創新實踐。在定位面向，學校透過學院整合、共同教育委員會統籌、適應性創新等三類組織創新模式，重新定位通識教育的角色與功能。在關係面向，專業與通識教育透過制度突破、師資整合、跨域整合等策略進行融通，108課綱銜接機制逐步發展，跨校合作與社會連結呈現多元發展模式。在內涵面向，課程創新從傳統領域分類向核心能力導向轉變，語文課程創新、資訊科技素養培養、微學程與自主學習制度化成為趨勢。在方法面向，教學創新展現混成教學、專題實作導向、數位平台應用、評量機制創新等多元實踐。透過對行動諮詢觀察紀錄表的歸納，我們發現，成功的通識教育創新具備高層支持、因地制宜、系統整合、持續優化、文化塑造等五個關鍵特徵。臺灣高等教育通識教育創新發展呈現「多元並進、探索特色」的總體格局，從知識傳授走向能力培養、從學科分割走向跨域整合、從教師主導走向學生自主。然而，不同條件的學校在創新過程中面臨不同層次的挑戰：資源充裕學校主要面臨模式推廣複雜性，資源受限學校則面臨少子化衝擊、師資配置不足等現實壓力。本文為通識教育創新發展提供參考，並為後續行動諮詢工作建立基礎。

Facing rapid technological and social changes, higher education must cultivate students’ abilities to cope with an increasingly complex and dynamic world. This paper is based on observation records from 40 public and private universities and colleges visited during the first phase of on-site consultation under the Ministry of Education’s Initiating General Education Renaissance (iGER) Mid-term Project. It explores the development trends and innovative practices of general education in Taiwan’s higher education through four dimensions: “repositioning, re-establishing relationships, re-examining content, and redesigning methods.” In the dimension of positioning, universities and colleges have repositioned the role and function of general education through three organizational innovation models: college integration type, common education committee coordination type, and adaptive innovation type. In the dimension of relationships, professional and general education are integrated through strategies such as institutional breakthroughs, faculty collaboration, and interdisciplinary integration. The articulation mechanisms aligned with the 108 Curriculum Guidelines are gradually developing, and cross-university cooperation and social connections demonstrate diverse models of development. In the dimension of content, curriculum innovation has shifted from traditional disciplinary classification toward core competency orientation, with trends including language curriculum innovation, information technology literacy cultivation, and the institutionalization of micro-programs and autonomous learning. In the dimension of methods, teaching innovation takes diverse forms, including blended teaching, project-based learning, e-Learning, and innovative assessment methods. Based on a systematic analysis of the observation records, this study identifies five key characteristics of successful general education innovation: support from senior leadership, localized adaptation, systematic integration, continuous optimization, and cultural cultivation. The innovative development of general education in Taiwan’s higher education presents a pattern of “advancing diversity and exploring distinctiveness,” shifting from knowledge transmission to competency development, from disciplinary segregation to interdisciplinary integration, and from teacher-centered to student-centered approaches. However, universities and colleges with differing conditions face challenges at various levels: resource-rich institutions struggle with the complexity of model implementation, whereas resource-constrained ones face pragmatic pressures such as declining enrollment and limited faculty capacity. This paper provides references for the innovative development of general education and establishes a foundation for subsequent action consultation work.