日本研究所跨領域教育改革之現況與啟示：以《博士課程教育領先計畫》為焦點

The Implications of Graduate Education Reform for Interdisciplinary Learning in Japan: In Light of the“Program for Leading Graduate Schools”Project

本研究以《博士課程教育領先計畫》為焦點，分析日本研究所跨領域教育改革之政策架構、實施現況與特徵，並提出其對台灣研究所跨領域「教育」與「人才」培育之啟示。根據分析結果，日本研究所跨領域學程可提供台灣借鑒之處主要有三：第一，研究所跨領域教育仍須以「專門領域」與「專業能力」為基礎。第二，課程內容以學生為主體，在培養專門能力的同時擴展應用能力與對特定議題之理解，以兼顧跨領域學程的專門性與綜合性。第三，學程須重視國際經驗的獲得或國際社會接軌的面向。
綜言之，跨領域教育是台灣與日本近年來大學教育改革的重點之一，但兩者在發展的策略上有所不同。相較於台灣的「跨」領域學程，重視領域間的橫向連結、課程內容的多樣性及包含複數專門領域的課程，日本的跨「領域」學程，則強調在既有領域基礎上的整合與擴充。透過上述分析，台灣在發展跨領域教育時，應跳脫原有專門能力或因應產業之思維，以「領域」為基礎，結合「能力」、「議題」的架構，規劃研究所跨領域學程。

This study aims to discuss the suggestions of offering interdisciplinary graduate education in Taiwan by analyzing the policy framework of '' Program for Leading Graduate School'' and its characteristics and status. According to the result, the suggestions could be divided into three points as below: First of all, it is still necessary to offer interdisciplinary graduate education programs based on ''specialized fields'' and ''professional expertise''. Second, the interdisciplinary graduate education should base on students as the subject cultivating their specialized application while simultaneously raising the ability to apply and the knowledge of specified topics. Third, the international experience or the connection with the international community should be emphasized while offering interdisciplinary graduate education. In summary, the development of interdisciplinary education has been the common trend of university educational reform in Taiwan and Japan. However, the development strategies of these two countries are different. Taiwanese interdisciplinary graduate education programs provide multiple specialized fields such as cross-interdisciplinary fields and the diverse content of the curriculum. On the contrary, Japanese programs put more emphasis on the integration and expansion of existing fields. Through the above discussion, while developing interdisciplinary graduate education programs in Taiwan, instead of focusing on responding the society or industry, it is also important to rethink the meaning of disciplinary of interdisciplinary education and to plan the programs based on ''Specified fields'' combining with ''capabilities'' and ''topics''.