技職大學通識課程促進學生公民行動之研究

Research into Promoting Student’s Citizen Action via the General Course in University of Science and Technology

通識教育與專業教育能夠相輔相成一直是技職大學通識教育教師致力追求的目標。技職教育強調專業實踐與具體行動，在專業系所如此，而通識教師也應思考如何促進學生將所學落實於生活中。透過文獻分析，本研究發現運用公民教育策略於技職大學通識課程中，一方面有助於達成通識教育的理念，另一方面，也能讓學生在通識課程學習過程中，除學習到知識與理論外，也能擁有落實公民行動的能力。經過為期一年的行動研究後，研究者發現要促進學生採取公民行動，教師除扮演傳統角色，包括：課程研發者、資源連結者、討論引導者、成果回饋者的角色外，教師還需扮演革新促發者、觀念翻轉者、行動支援者、行動參與者的角色。而在課程進行中，應把握由易與近開始、由繁而簡落實的兩大原則。另外，學生的學習成效受到學校內部與外在環境因素影響，因此，要在技職大學通識課程促發公民行動，除教師進行課程革新外，也要考量學校內部的文化、社會環境的氛圍、國家政策的方向等。 It has always been the goal pursued by teachers of general education in the university of science and technology that general education and professional education can supplement each other. Technological and vocational education emphasizes professional practice and concrete action in professional departments, and general education teachers should also think about how to encourage students to apply what they have learned at school to real life. Through literature analysis, this research finds that if the civil educational strategy is applied to the general course in university of science and technology, then on one hand it can contribute to achieving the idea of general education; on the other hand, it can help students possess the ability of citizen action during the process of a learning general course in addition to learning the knowledge and theory. After the 1-year action research, the researcher found that in order to urge students to take civil actions, in addition to playing traditional roles, including course developer, resource linker, discussion leader, and result feedback provider, teachers also have to take on roles such as innovation promoter, concept flipper, action supporter, and action participant. During course implementation, teachers should follow two principles: start from easy and approachable practices, and simplify the practices. Additionally, the learning efficacy of students is influenced by the factors inside and outside school. Therefore, to promote student’s citizen action in the general education at the university of science and technology, teachers should not only reform the curricula, but also consider campus culture, the social environment, and the directions of national policies.

It has always been the goal pursued by teachers of general education in the university of science and technology that general education and professional education can supplement each other. Technological and vocational education emphasizes professional practice and concrete action in professional departments, and general education teachers should also think about how to encourage students to apply what they have learned at school to real life. Through literature analysis, this research finds that if the civil educational strategy is applied to the general course in university of science and technology, then on one hand it can contribute to achieving the idea of general education; on the other hand, it can help students possess the ability of citizen action during the process of a learning general course in addition to learning the knowledge and theory. After the 1-year action research, the researcher found that in order to urge students to take civil actions, in addition to playing traditional roles, including course developer, resource linker, discussion leader, and result feedback provider, teachers also have to take on roles such as innovation promoter, concept flipper, action supporter, and action participant. During course implementation, teachers should follow two principles: start from easy and approachable practices, and simplify the practices. Additionally, the learning efficacy of students is influenced by the factors inside and outside school. Therefore, to promote student’s citizen action in the general education at the university of science and technology, teachers should not only reform the curricula, but also consider campus culture, the social environment, and the directions of national policies.