有效促進學用合一？論大學總整課程的實踐

近年來，「總整課程｣（capstone course）受到國內高等教育機構重視。總整課程可增進大學生實務知能以縮小學用落差，惟其實施未必適當及有效。首先，本文從課程目標、內容、實施方式及學生學習成效評量闡明總整課程宜有內涵，並指出業界專家參與、業界實務真實問題及真實情境下的問題解決行動，可提升總整課程實施成效。其次，本文指出大學可透過不同型態及多階段總整課程，協助學生學習統整應用不同專業課程學習成果，進而深化其實務知能。最後，筆者反思自身任職學校總整課程推動措施，建議大學可明確界定總整課程內涵與要件，並透過工具性表件、範例及其他支持措施引導教師以合適方式規劃及實施總整課程。筆者還指出五項可能存於大學總整課程中的問題與改善策略。

In recent years, capstone courses have been increasingly valued by domestic higher education institutions. Capstone courses can improve undergraduates’practical abilities and thereby narrow the gap between learning and application, but their implementation is not necessarily appropriate and effective. First, I argued the elements that a capstone course should have in terms of course objectives, course content, course implementation, and learning outcome assessment. I also illustrated how the participation of industry experts, real problems in industry practice, and problem-solving actions in real-world situations can enhance the effectiveness of capstone courses implementation. Second, I clarified that university authorities can help undergraduates learn to integrate and apply the learning results of different professional disciplines through different types of capstone courses and multi-stage capstone courses, thereby improving practical competences. Finally, based on the measures of strengthening capstone courses in my institution, I suggested that university authorities define the connotation and requirements of a capstone course, and provide instrumental sheets, examples and other supporting measures to guide instructors to appropriately plan and implement capstone courses. I also illuminated five possible problems existed in the implementation of capstone courses and proposed coping strategies.