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

10.6423/HHHC.202205_(139).0001

張芳全(Fang-chung Chang)

水平跨域 ； 垂直跨域 ； 跨領域學習 ； 學系 ； department ； horizontal transdisciplinary learning ； transdisciplinary learning ； vertical transdisciplinary learning

學校行政

139期（2022 / 05 / 16）

1 - 35

繁體中文

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。

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.

1. 陳竹亭, Z.-U.,唐功培, G.-P.(2013)。跨科際教育在臺灣大專校院實施之探究。長庚人文社會學報，6(2)，159-195。
   連結：
2. Boix Mansilla, V.,Miller, W. C.,Gardner, H.(2000).On disciplinary lenses and interdisciplinary work.Interdisciplinary curriculum: Challenges of implementation
3. Chandramohan, B.(Ed.),Fallows, S.(Ed.)(2009).Interdisciplinary learning and teaching in higher education: Theory and practice.Routledge.
4. Chen, S.-F.,Hsu, I.-C.,Wu, C.-M.(2009).Evaluation of undergraduate curriculum reform for interdisciplinary learning.Teaching in Higher Education,14(2),161-173.
5. Field, M.,Lee, R.(1992).Assessment of interdisciplinary programmes.European Journal of Education,27(3),277-283.
6. Frodeman, R.(Ed.),Klein, J. T.(Ed.),Mitcham, C.(Ed.)(2009).The Oxford handbook on interdisciplinarity.Oxford University Press.
7. Gilkey, M. B.,Earp, J. A. L.(2006).Effective interdisciplinary training: Lessons from the University of North Carolina’s Student Health Action Coalition.Academic Medicine,81(8),749-758.
8. Graybill, J. K.,Dooling, S.,Shandas, V.,Withey, J.,Greve, A.,Simon, G. L.(2006).A rough guide to interdisciplinarity: Graduate student perspectives.Bioscience,56(9),757-763.
9. Ivanitskaya, L.,Clark, D.,Montgomery, G.,Primeau, R.(2002).Interdisciplinary learning: Process and outcomes.Innovative Higher Education,27(2),95-111.
10. Jantsch, E.(1972).Towards interdisciplinarity and transdisciplinarity in education and innovation.Problems of teaching and research in universities,:
11. Klein, J. T.(1990).Interdisciplinarity: History, theory, and practice.Wayne State University Press.
12. Manathunga, C.,Lant, P.,Mellick, G.(2006).Imagining an interdisciplinary doctoral pedagogy.Teaching in Higher Education,11(3),365-379.
13. Moran, J.(2002).Interdisciplinarity.Routledge.
14. Morçöl, G.(Ed.)(2007).Handbook of decision making.CRC Press/Taylor & Francis Group.
15. Nicolescu, B.(2010).Methodology of transdisciplinarity–Levels of reality, logic of the Included middle and complexity.Transdisciplinary Journal of Engineering & Science,1(1),19-38.
16. Spelt, E. J. H.,Biemans, H.J.A.,Tobi, H.,Luning, P. A.,Mulder, M.(2009).Teaching and learning in interdisciplinary higher education: A systematic review.Educational Psychology Review,21,365-378.
17. Van Merriënboer, J. J. G.(1997).Training complex cognitive skills: A four-component instructional design model for technical training.Educational Technology.
18. Woods, C.(2007).Researching and developing interdisciplinary teaching: Towards a conceptual framework for classroom communication.Higher Education,54(6),853-866.
19. 周淑卿, S.-Q.,白亦方, Y.-F.,林永豐, Y.-F.,黃嘉雄, J.-X.,楊智穎, Z.-I.(2021).課程發展與設計.師大書苑=Normal University Bookstore.
20. 林佳慧, J.H.(2022)。培育師資生跨領域課程設計知行思。臺灣教育評論月刊，11(4)，51-53。
21. 教育部（2021）。中華民國師資培育統計年報。作者。【Ministry of Education (2021). Statistical annual report on teacher training in the Republic of China. Author.】
22. 葉興華, X.-H.(2022)。談大學跨域教學的困境與可行作為。臺灣教育評論月刊，11(4)，1-7。
23. 羅逸平, Y.-P.(2022)。跨域課程在大學課室中之教學挑戰與反思。臺灣教育評論月刊，11(4)，8-13。