| 英文摘要 |
he emergence of the zero-credit system undermines the fundamental way that the credit hour system quantifies teaching content and teaching time in university education. This study demonstrates the erosion of university education by the zero-credit system from the perspectives of the core value of university education, course management, and educational administration. In terms of the essence of education, zero-credit courses of physical education, service learning, and foreign language certification are used as examples to illustrate the disconnect between credits and course content. It undermines the credit hour system functions, including predicting students' course load, evaluating learning performance, and allocating teachers' course load. Zero-credit courses lead to a mismatch between teaching and learning and also the alienation of the traditional concept of courses. In terms of educational administration, zero-credit courses create unnecessary confusion in learning assessment, credit calculation, and university management and planning. Those zero-credit courses also complicate the issues such as academic dismissals, scholarships, student loans, credit certifications, teaching hours, and number of courses, thus disrupting proper teaching management. As graduation requirements, zero-credit courses are at odds with the principle of Judicial Yuan interpretation of No.563. The concept of zero-credit courses arose from a distorted value of dishonesty and hypocrisy. Given the many flaws of such courses and in light of the vision of future university education, we contend that zero-credit courses should be ruled out in university education, where all courses must offer credits as well as substantive content. |
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