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E93029
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大學院校開設地理學與環境相關通識課程之必要性與現況調查研究
Necessity for Universities and Colleges to Open Geography and Environment-Related Curriculum
1.吳連賞
1.Lien-shang Wu
1.國立高雄師範大學地理系
1.Department of Geography, National Kaohsiung Normal University
001,002,003,004
1.國立高雄師範大學地理系
1.Department of Geography, National Kaohsiung Normal University
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1.行政院國家科學委員會
1.National Science Council
A.14 計畫執行期間(起):2004-08-01
A.14 計畫執行期間(訖):2005-07-31
2004-10-012005-03-31
A.16 收到日期:2005-11-01
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台灣地區各大學院校通識教育中心、共同科或相關同等單位

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99


99
003,007,096
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C.2 聯絡日期:2005-11-04
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1.國立高雄師範大學地理系
1.Department of Geography, National Kaohsiung Normal University
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C.7 資料公開日期:2005-08-01
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008
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001
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1.大學院校
2.必要性
3.地理學
4.課程架構
5.環境相關通識課程
1.Course Framework
2.Environment-related General Education Curriculum
3.Geography
4.Necessity
5.Universities and Colleges
 台灣地區各類型99個受訪大學院校開授「地理」課程計有45所(佔45.5%),選修(56.2%)略多於必修(43.8%)。大學院校開授「環境」相 關課程者高達93所,佔總樣本的93.9%,選修(81.5%)、2學分(佔99.4%)為主要實施方式。環境課程深具實用性、本土性與廣博性等知識目標 功能,也是各大學通識課程規劃的核心重要課程。地理學通識課程已有被環境相關課程置換的危機,開設地理課程的校數尚不及環境相關課程之半。地理學課程未能 在大學開設的因素除師資問題外,有超過50%的意見是質疑地理學課程性質與其知識內涵。地理學在台灣學術與教育界的發展,迄今未能在知識性內容上達成令人 滿意的成果。這應是半數的國內大學未開設地理學課程的基本因素。

研究顯示所有大學院校均高度肯定地理學與環境相關課程在大學通識課程中的必要性及其存在價值。未來各大學院校如何能設計出讓學生願意選修、教師喜歡教 的地理學相關課程架構至關重要。如何突顯地理學課程的生活價值最為重要,環境或地理課程名稱並不重要,重要的是課程內容的安排與教學方式要有吸引力,要以 口碑取勝,吸引學生選修,課程地位才會穩固。

地理學的發展正在改變中,她的轉型部分反映了全球化與全球在地化所形成的地球新風貌。很讓人振奮的是:調查顯示地理學的人地關係論、人與環境的關係、 自然與人文要素的整合觀、全球變遷與永續發展等議題或課程都獲得高頻率的勾選和青睞,這意味著地理學的當代發展趨勢也與當今社會發展脈動緊密扣合。各大學 院校所開授的地理與環境相關課程各分別有42及40門課程,本研究依據問卷調查與諮詢會議結果,分別建構了地理學與環境相關通識課程架構各6門課合計各為 12學分。各大學院校可視性質與個別需求,開設1-3門合計2-6學分之選修課程,將能培育兼具地理與環境素養的現代世界公民。

Among the 99 universities and colleges of different kinds in Taiwan having received questionnaire survey by this study, 45 (45.5%) of them have “geography” curriculum, with slightly more universities and colleges taking it as a selected course (56.2%) than a compulsory course (43.6%). As to the 93 universities and colleges (93.9% of total samples) having the “environment”-related curriculum, they mainly take it as a selected course (81.5%) or a 2-credit course (99.4%). The environment-related curriculum has the function of offering knowledge that stresses practicality, locality and extensiveness. It is a major course included in the planned general education curricula in different universities and colleges. Contrarily, the geographic general education curriculum is facing a risk of being replaced by the environment-related curriculum. The universities and colleges opening the former curriculum are less than half of those opening the latter curriculum. Besides the reason of shortage of qualified teachers, above 50% of these universities and colleges are skeptical about the nature and knowledge of the curriculum of geography. Up to now the fact that geography still cannot get satisfactory achievements in the contents of knowledge ever since its development in the academic and education fields of Taiwan is mostly attributed to the abandonment of geography course by half of the local universities and colleges.

This study indicates that all the universities and colleges strongly support the necessity and value of geographic and environment-related curricula in the general education curricula. Thus, it is very important to study how to design for these universities and colleges in the future the course framework of the curriculum of geography which the students are glad to take and the teachers are pleased to teach, and how to show the living value of geography. In fact the name of curriculum, no matter environment or geography, is not important at all; what’s more important are the content arrangement and the attractive teaching methods of the curriculum. First of all, these courses have to won public praise for attracting more students to take them, and then the position of the course can thus be solidified.

In the changing development of geography, its transformation partly reflects the new global style formed by globalization and glocalization. What makes people excited is that as found in the survey, such issues or curricula as man-location relationship, man-environment relationship, nature-culture integration, global changes and sustainable development, etc. were frequently ticked and opted by most of these universities and colleges. It implies that the contemporary development trend of geography is tightly linked to the pulses of current social development. These universities and colleges have opened 42 courses for the curriculum of geography and 40 courses for the environment-related curriculum. Based on the results of the questionnaire survey and the counseling meetings, this paper constructs the framework for 6 geographic and 6 environment-related general education courses, totaling 12 credits. Depending on their natures and individual needs, each university or college can open 1~3 selected courses, totaling 2~6 credits, so as to educate the modern world citizens with the accomplishments of both geography and environment.

D.16 完成檢誤日期:2006-04-17
D.17 預定釋出日期:2006-06-20
D.18 初次釋出日期:2006-06-20
D.19_1 最新版釋出日期:2006-06-20
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10.6141/TW-SRDA-E93029-1
http://efenci.srda.sinica.edu.tw/webview/index.jsp?object=http://efenci.srda.sinica.edu.tw:80/obj/fStudy/E93029
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