東南亞主題通識課程的模組化設計：知識再現、學習者位置與教學轉化

Modular Curriculum Design for Southeast Asian-Themed General Education: Knowledge Representation, Learner Positionality, and Pedagogical Transformation

近年來，臺灣高等教育中東南亞主題通識課程的數量逐漸增加，然課程擴張並不必然帶來知識組織與學習經驗的深化。本文指出，既有課程的關鍵問題不僅在於東南亞相關內容是否充足，更在於知識組織方式、學習者位置配置與跨國議題的教學轉化之間存在斷裂。基於此，本文以再現、位置與轉化三個彼此連動的面向作為分析架構，並據此提出一套以跨國議題為核心、具情境調整彈性的模組化課程設計框架。在操作層次上，課程以「跨文化體驗─走讀田野─議題討論─行動反思」四階段序列，建立由感知、觀察到分析與公共表述的學習路徑，並透過示範模組說明其在具體場域中的運作方式。本文藉此提出重新組織東南亞主題通識課程的一種可能方向。

In recent years, the number of Southeast Asia–themed general education courses in higher education in Taiwan has steadily increased. However, the expansion of such courses has not necessarily led to a corresponding deepening of knowledge organization and learning experiences. This study argues that the key issue in existing courses does not lie merely in the amount of Southeast Asia–related content, but rather in the disconnection among modes of knowledge organization, learner positionality, and the pedagogical transformation of transnational issues. To address this issue, the study integrates three interrelated dimensions—representation, positionality, and transformation—to construct an analytical framework for Southeast Asia–themed general education courses and, on this basis, proposes a modular curriculum design centered on transnational issues related to Southeast Asia and adaptable to different teaching contexts. At the operational level, the curriculum is organized through a four-stage sequence—cross-cultural engagement, field-based observation, issue-based discussion, and reflective action—which establishes a learning pathway from perception and observation to analysis and public articulation. A demonstration module is further provided to illustrate how this framework may operate within a specific local context. Through this approach, the study proposes a possible direction for reorganizing Southeast Asia–themed general education curricula.