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論著名稱:
大學的跨領域學習之概念及其可能的做法(The Concept of Transdisciplinary Learning in Universities and Its Possible Approaches)
文獻引用
編著譯者: 張芳全
出版日期: 2022.05
刊登出處: 台灣/學校行政第 139 期/1-35 頁
頁  數: 35 點閱次數: 285
下載點數: 140 點 銷售明細: 權利金查詢 變更售價
授 權 者: 社團法人中華民國學校行政研究學會 授權者指定不分配權利金給作者)
關 鍵 詞: 水平跨域垂直跨域跨領域學習學系
中文摘要: 近年來大學的跨領域學習受到重視,本文以大學系所的角度說明跨領域學習的概念及可能做法。本文蒐集文獻分析整理跨領域學習類型、性質及做法。獲得結論包括,跨領域學習在類型方面有「內縮」與「外加」式,前者在原有學系的學分下,挪出一定數量學分讓學生跨域學習,在大學 128 個畢業學分挪出 20-30 個學分作為跨領域學習;後者在原有學系學分,外加一定數量學分提供學生跨域學習,這方式包括學分學程、輔系、雙主修,甚至多元跨域的模組,以提高知識多元的專業性。這兩類型都包括水平與垂直跨域方式。其次在跨領域學習特性方面,具有除舊佈新、科技整合、社會結合、未來導向、加乘效果和加深加廣。在大學學系跨領域學習做法應瞭解學系需求、瞭解跨領域與學系的差異、瞭解學校體質、理解跨領域之後的效果、配合外在環境的社會需求、與時俱進調整;在落實跨領域學習應掌握察覺學生學習需求、診斷學系條件、瞭解學校體質及可配合資源、掌握社會及職場的人力供需、鼓勵大學生自主的跨域學習。最後,本研究基於綜合性的論述及結論提出原則性啟示,供大學學系在規劃跨領域學習參考。
英文關鍵詞: departmenthorizontal transdisciplinary learningtransdisciplinary learningvertical transdisciplinary learning
英文摘要: In recent years, transdisciplinary learning in universities has been valued. This article illustrated the concept and possible methods of transdisciplinary learning from the perspective of university departments. As for the transdisciplinary learning types, there were “inward” and “extra” types of transdisciplinary learning. The former allocates a certain number of credits to allow students to transdisciplinary learning based on the credits of the original department. the latter provided students with transdisciplinary learning based on the credits of the original department, plus a certain number of credits. This method included credits and credits, auxiliary departments, double majors, and even multiple transdisciplinary modules to improve knowledge and diversity professional. Both types include horizontal and vertical transdisciplinary methods. Because transdisciplinary learning had get rid of the old and list the new curriculum, technological integration, social integration, future orientation multiplying effects, and deepen and broaden characteristics, the department should master relevant conditions in transdisciplinary learning, including understanding the needs of the department, understanding the differences between cross-fields and departments, and understanding school physique, understand the effects of transdisciplinary learning, met the social needs of the external environment, and adjusted with the times; in implementing transdisciplinary learning, you should master and perceive students’ learning needs, diagnose the conditions of the department, understand the physique of the school coordinate resources, master human supply and demand in society, and encourage college students to learn independently transdisciplinary learning. At the end of this article, relevant suggestions were put forward for the reference of the department in planning transdisciplinary learning.
目  次: 壹、前言
貳、跨領域學習的意涵、特性與其優劣
  一、跨領域學習的意義
  二、跨領域學習的特性
  三、跨領域學習的優點與限制
參、跨領域學習的類型
  一、跨領域學習
  二、原系加學分學程
  三、原學系加輔系
  四、雙主修
  五、多元跨域
肆、跨領域學習的條件與步驟
  一、學系在跨領域學習的條件
  二、跨領域學習的規劃步驟
伍、結論與啟示
  一、結論
  二、啟示
  三、後記與反思
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相關論著:
張芳全,大學的跨領域學習之概念及其可能的做法,學校行政,第 139 期,1-35 頁,2022年05月。
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