大學教師的通識教育課程取向：以一所綜合研究型大學的三位教師為個案Faculty Members’ General Education Curriculum Orientation: Three Cases in a Comprehensive Research University

Abstract

本文以中國內地一所綜合類研究型大學的3位教師為個案，通過探究大學教師在設計與實施通識教育科目中所體現的課程取向及其取向之特點，來展開對課程取向概念意涵、實施中的通識課程性質的探討。3位個案教師的課程取向分別為：智性取向為主、社會取向為主智性取向為輔、智性取向為主學生取向為輔。本文結論認為：教師們呈現出不同類型、不同程度的智性取向，這與個案大學的脈絡相一致；教師一般具有一種或兩種取向，後者以某一取向為主導；教師的取向有可能隨外力作用做出調適；教師決定開課時，受到的驅動力量不同，課程取向的型態也呈現差異。This article inquires on the curriculum orientation conception and the nature of general education curriculum through studying on the curriculum orientation of faculty members those who offer general education courses. Three faculty members in a comprehensive research university in Mainland China are selected as cases and their GE curriculum orientations are identified as intellectual orientation, social orientation as major and intellectual orientation as minor, intellectual as major and student orientation as minor respectively. Based on case analysis, the study yields to the following conclusions: 1. Intellectual orientation is dominated in faculty members’ orientation, which is in line with the context of the case university; 2. One or two curriculum orientations lead faculty members’ course design; 3. Faculty members’ GE curriculum orientation may be changed; 4. Faculty members’ curriculum orientation is relevant to their motivations of offering a GE course.

Keywords

• 大學教師
• 科目設計
• 通識教育
• 課程取向
• faculty member
• course design
• general education
• curriculum orientation