重構學門邊界：人文教育的跨域整合與實踐成果

Reconstructing Disciplinary Boundaries: The Interdisciplinary Integration and Practical Outcomes of Humanities Education

21世紀大學教育正面臨知識典範轉移與市場化壓力，在人文學門面臨就業導向與學門邊緣化的雙重挑戰下，亟須重構其存在正當性。同時，人工智慧的快速發展不僅加劇挑戰，也成為推動人文教育轉型必須面對的契機。本研究以淡江大學文學院推動之課程改革為個案，採行動研究取徑，針對院級與系級兩門課程進行分析。藉由深度訪談與教學場域觀察，進行課程改革以落實：一、重構人文學門知識邊界，為人文教育注入新思維與方法；二、以真實世界問題為導向，培養跨學門整合與創新思考能力；三、發展以人為本的AI數位人文課程，促進人文學生培養新型智能與產業競爭力。

In the twenty-first century, higher education is undergoing a profound paradigm shift in knowledge production while simultaneously facing increasing pressures of marketization. Under the dual challenges of employment-oriented demands and the marginalization of academic disciplines, the humanities are confronted with an urgent need to reconstruct their legitimacy and relevance. At the same time, the rapid development of artificial intelligence not only intensifies these challenges but also constitutes a critical opportunity for the transformation of humanities education that cannot be ignored.
This study adopts the College of Liberal Arts at Tamkang University as a case study of curriculum reform and employs an action research approach to analyze two courses implemented at both the college and departmental levels. Through in-depth interviews and systematic observations of teaching practices, the study examines how curriculum reform can be operationalized to achieve three core objectives: (1) reconstructing the epistemic boundaries of the humanities by introducing new perspectives and methodologies; (2) cultivating interdisciplinary integration and innovative thinking through a real-world problem-oriented approach; and (3) developing human-centered AI-driven digital humanities curricula that enable humanities students to acquire new forms of intelligence and enhance their competitiveness in the evolving labor market.