跨科際教育在臺灣大專校院實施之探究

Translated title of the contribution: A Study on the Implementation of Trans-disciplinary Education at the University

陳 竹亭(Jwu-Ting Chen), Kung-Pei Tang

Research output: Contribution to journalArticle

Abstract

This articlefirst covers a literature survey on multi-, inter-, and trans-disciplinary research with a reflection on the nature of higher education based on current systems for academic disciplines. Instead of the discipline-based knowledge-taxonomy, many scholars like J. Piaget or E. Jantsch. addressed on the definitions or conceptual contents in the multi-, inter-, and trans-disciplinary approaches for knowledge organization. This paper also covers some characteristic cases for these three cross-cutting disciplinary programs, either in research or education.This work also attempts to set the arguments for understanding trans-disciplinary education (TDE) serving as a guiding percept in higher education of the coming era. The questions inquired include: Why the trans-disciplinarity is raised for the current university policies. What are the distinct and common contents between TDE and multior inter-disciplinary research in the universities. Under the guiding principle of TDE, what amendments will be made to the university policies? How will the didactic method change accordingly?The TDE claims to organize knowledge without drawing discipline boundary. The integration of trans-disciplinary knowledge ought to facilitate the faculty members to fulfill the education-, research- and service-tasks in more effective manners. The mindset of TDE directly links the professional development to the critical or important real societal issues. With the TDE, education and research can be benefitted with co-constructed framework.In the trans-disciplinary SHS program in Taiwan, the quest aims at that the students along with faculty face the challenges from the complicated real-world problems. The course clusters organized and led by the cross-faculty team, with the approach of problem-based learning or inguiry-based learning are encouraged. In order to establish and sustain the community in TDE, the working platforms with cooperative functions, such as courses, summer camp, internet and communication, teacher training. are proposed to share collaborative work.
Original languageTraditional Chinese
Pages (from-to)159-195
Number of pages37
Journal長庚人文社會學報
Volume6
Issue number2
Publication statusPublished - 2013

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transdisciplinary
education
university policy
Piaget, J.
interdisciplinary research
teacher training
didactics
taxonomy
knowledge
learning
amendment
Taiwan

Cite this

跨科際教育在臺灣大專校院實施之探究. / 陳竹亭(Jwu-Ting Chen); Tang, Kung-Pei.

In: 長庚人文社會學報, Vol. 6, No. 2, 2013, p. 159-195.

Research output: Contribution to journalArticle

陳竹亭(Jwu-TingC & Tang, K-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, vol. 6, no. 2, pp. 159-195.
陳竹亭(Jwu-Ting Chen) ; Tang, Kung-Pei. / 跨科際教育在臺灣大專校院實施之探究. In: 長庚人文社會學報. 2013 ; Vol. 6, No. 2. pp. 159-195.
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abstract = "本文分析文獻來說明國際學者省視高等教育的學科本位本質,提出多領域(Multi-disciplinarity)、跨(界)領域(Inter-disciplinarity)、跨科際(Trans-disciplinarity)思維的異同與分際,以及國外大學因應分科學術發展的缺點,所實施的研究與教育案例。目的在陳明現今過度學科分立的高等教育環境中,發展跨科際教育(TDE)的必要。探究TDE如何有別於傳統學科本位教育?跨科際思維在高等教育中呈現的形式為何?跨科際教育寄望在臺灣高等教育環境中做哪些轉變?大學教育需要跨科際思維來提供避免學科過度本位主義的知識統整系統。此外,跨科際知識整合更能平衡大學發揮教育,研究與服務功能。大學發展跨科際思維可連結高等教育專業發展與社會公眾的實務問題,促進大學與社會的共好。跨科際教學內容可則應與專業研究有共構關係。形成跨域研究社群團隊,教學強調協同教學,建立共時授課的學分共享制度。發展跨校、院、系、所的課程群組,並且讓學生接觸真實議題。跨科際研究、教學結合師生,在高等教育中面對真實問題的挑戰,建立因應時代變局的研究教學新文化為終極目標。",
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KW - 跨科際教育

KW - 跨科際

KW - 界領域

KW - 多領域

KW - Higher Education

KW - Trans-disciplinary Education

KW - Trans-disciplinarity

KW - Inter-disciplinarity

KW - Multi-disciplinarity

M3 - 文章

VL - 6

SP - 159

EP - 195

JO - 長庚人文社會學報

JF - 長庚人文社會學報

SN - 2070-9455

IS - 2

ER -