為跨域而跨域？論大學跨領域課程的實踐

Just for Interdisciplinary? On the Practice of Interdisciplinary Curriculum in Universities

涵養大學生跨領域素養，近十幾年常受重視。本文旨在針對大學跨領域課程進行探究。首先，分析跨領域相關概念（如cross disciplinary、multidisciplinary、interdisciplinary、transdisciplinary）的意涵。其次，探究跨領域課程的價值與目標、實施方式及其問題與因應之道。跨領域課程的推動，可對學生的就業力、學術研發表現、適性發展及人文素養（包含日常生活中的訊息面對及問題處理）產生正面價值。跨領域課程的目標，應包含跨領域知識、態度與技能的培養。跨領域課程的實施，包含提供多元跨領域學習內容、促進學生透過跨領域合作解決問題或藉由自主學習滿足學生學習需求。本文也分析跨領域課程的推動，可能忽略的若干問題與因應策略。最後，筆者以其任職學校為例，說明大學可透過自身實踐的反思深化跨領域課程的內涵，並指出跨領域課程的改善方向。

Cultivating college students' interdisciplinary literacy has often been valued in the past ten years. This paper aims to study the implementation of interdisciplinary curricula in universities. First, the author attempts to clarify the implications of "cross disciplinary", "multidisciplinary", "interdisciplinary", and "transdisciplinary". Secondly, the author analyzes the value, goal and implementation method of interdisciplinary curricula, as well as possible problems and countermeasures in the implementation of interdisciplinary curricula. The promotion of interdisciplinary curricula can have positive value on students' employability, academic research performance, self-awareness and self-actualization. It is also conducive to the development of students' humanistic literacy, including dealing with interdisciplinary information and problems through more appropriate attitudes and methods in daily life. The goals of interdisciplinary curricula should include the development of interdisciplinary knowledge, attitudes and skills. The implementation of interdisciplinary curricula includes providing diverse interdisciplinary learning content, promoting students to solve problems through interdisciplinary cooperation, or satisfying students' learning needs through self-directed learning. The author also analyzes issues and coping strategies that may be overlooked in the implementation of an interdisciplinary curriculum. Finally, the author takes his university as an example to explain that universities can strengthen the quality and effectiveness of interdisciplinary curricula through critical self-reflection on their own practices, and point out strategies for improving interdisciplinary curricula.