大學跨領域教育中潛在與非正式課程之探究——以國立中山大學人文暨科技跨領域學士學位學程為例

Hidden and Informal Curricula in Interdisciplinary University Education: A Case Study of the Interdisciplinary Studies Program at National Sun Yat-sen University

面對高等教育跨域化趨勢，臺灣「不分系學群」雖在正式課程中引入畢業專題與自由學分，卻常忽略潛在課程（hidden curriculum）與非正式課程（informal curriculum）對學生的關鍵影響。面對此挑戰，本研究旨在探討非正式課程與潛在課程在跨領域教育中的角色與功能，評估其對學生學習經驗的具體影響，並提出課程優化建議。研究以國立中山大學人文暨科技跨領域學士學位學程為個案，針對2018年至2024年間的學程運作進行長期民族誌方法調查，蒐集資料包括參與式觀察紀錄、半結構式訪談（共計23位學生與教師）與相關課程文件。資料分析採主題分析與符號學分析交互進行，探究潛在課程如何透過空間佈局、制度設計與互動儀式形塑學習文化，並分析非正式課程如何透過社群活動與學生自發參與支持跨域學習成效。受到的影響。研究發現潛在課程中其教師構成、教學空間等潛移默化地降低了學生跨域的障礙，而非正式課程的成果展、培力工作坊等，亦擴展了學生跨域探索接觸的介面，也讓他們對於自己能對跨領域有專業性的認同。基於上述，本文建議不分系學群除了有跨領域正式課程的設計外，亦須重視潛在課程與非正式課程的經營。

In response to the growing trend of interdisciplinarity in higher education, interdisciplinary bachelor’s degree programs in Taiwan have introduced capstone projects and flexible credit structures into their formal curricula. However, the effects of hidden and informal curricula on student learning are often overlooked. In this study, the roles and functions of informal and hidden curricula in interdisciplinary education and their effects on students’learning experiences were evaluated through a case study of the Bachelor’s Program in Humanities and Technology at National Sun Yat-sen University. Strategies for curriculum improvement are also proposed. A longitudinal ethnographic investigation of program operations was conducted from 2018 to 2024. Data sources included participant observations, semistructured interviews with 23 students and faculty members, and internal program documents. Thematic and semiotic analyses were performed to explore how the hidden curriculum operates through spatial arrangements, institutional structures, and interactional rituals and how the informal curriculum supports interdisciplinary learning outcomes through community-based activities and student-led engagement. The analyses revealed that, beyond formal coursework, both informal and hidden learning trajectories play key roles in shaping students’interdisciplinary identity, self-efficacy, and learning motivation. Overall, this study suggests that higher education institutions should adopt an intentional approach to designing hidden curricular experiences, proactively diversify informal learning opportunities, and regularly collect student feedback to improve overall teaching effectiveness and learning support mechanisms.