通識教育與師資培育課程統整方案探究

A Study on the Integration of General Education and Preservice Teacher Education

大學教育朝向愈專門化時代，對於全人素養的省思愈加高漲，學者主張高等教育宜重返「育人」而非「制器」的本質。不管臺灣或美國對於高等教育宜統整通識教育與專業教育課程的呼聲已形成一股力量，美國高等教育則已有實際行動方案，其成果可作為臺灣他山之石的借鏡。本研究以美國印第安那州聖約瑟夫學院的通識教育與師資培育課程之融貫統整為例，探究全校性與教育學系推動此課程改革方案的目標、準備、課程規劃、評鑑與成效，並提出特色與評論。本研究將聖約瑟夫學院教育學系的課程統整稱之為「幸運草模式」，以「教師即基督專業」為辦學願景，技巧學習為軸，串接通識核心課程、學術主修課程、教育專業課程，及教學實習課程。其在教師、課程、學生與環境層面之特色，可作為臺灣推動統整通識教育與師資培育課程之參考。

Due to a trend towards excessive disciplinary specialization, public and private institutions of higher education are required to account for their value, responsibilities, and continued improvement of their students. The function of general education is one of the most important issues in higher education. Many academic departments have been asked to offer it as a part of general education. This article mainly examines the process and results of the curricular innovation of integration of general education and pre-service teacher education at the education department of Saint Joseph's College. Directed by the vision of ”Christian Humanism,” the relationship between general education, academic major, professional education courses, and professional laboratory experiences were integrated into an infused program. The theme of integrated curriculum, also called the four-leafed clover, is skill learning. By analyzing the collaboration between four aforementioned domains, results will be able to provide Taiwan's higher education with some meaningful inspiration.