「向知識統合挑戰」的迴響

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1998 / 10月

文‧泰國 沙特頓•內加



編輯先生:

貴社民國八怳C年七月號(國外版)滕淑芬所報導的「新新大學,向知識統合挑戰」一文,使身為非華人的我有機會得以正視台灣教育改革所面臨的困境,並向教改推動者致敬。

對於台灣大學賀德芬教授的見解:「哪個學門不是跨領域?」我深表贊同,然而課堂現實狀況與我們的理想畢竟是不同的。

愛因斯坦力倡自然科學「求真」的精神,觀察數學恆等式的準確度,不難發現「真」的奧祕所在。一旦「求真」不再被奉為圭臬,我們就難以統合多元的學術領域,發揮各學科相輔相成的效果。

因應教育多元化的需求,台灣的大學應鼓勵校際交流,俾能從比較與對照的過程中,激盪出教育改革的靈感。像非洲、中東、拉丁美洲等國家的民情風俗與台灣的社會氣質大相逕庭,雙方一旦互動,可能更能相得益彰;在交流的過程中,中國原有的教育,不管來自台灣或大陸,並不會因此消失。

至於核心課程的規劃,應以富創意、生活化的構想取代反覆演練與背誦的方式,鼓勵學生於課前準備,並在課堂上展現原創性,如此才可以讓學生自己決定有興趣的主修科系或未來就業的方向。

未來,台灣以及其他東南亞國家的教育應著眼於「學生主題」或「學生格式」:意指學生可以自由與系所的教授討論課程內容,並在課程設計的議題上享有複決權。資深畢業生團體則宜舉辦年度「師生高峰會」,以促進師生間意見交流。

另外,我也同意「學程設計」比區分系所更能促進台灣教育的多元發展。二怳@世紀即將來臨,大學學位的授予標準將取決於以下兩種方式:

一、以課堂主題討論及參與度決定畢業課程。

二、以多元活動及口試來審查學位取得資格。教學方式必須不斷推陳出新,才能跟得上時代。

更正啟事:

本刊九月號雜誌「世紀末殺手──人與微生物的戰爭」一文中,英文標題「Millenial Bugs」,正確拼法應為「Millennial Bugs」特此更正,並在此向讀者致歉。

相關文章

近期文章

EN

Towards the "New University"

S. Setuden-Nejad, Thailand


Dear Editor,

As a non-Chinese reader of Sinorama, I read with interest the article by Teng Sue-feng, "The New University: Breaking Down the Departmental Barriers" (June 1998). We must commend the challenges and inroads of Taiwan's educational reforms and its aspirants. Please allow me to say that I share the "ideal" of Professor He Te-fen of NTU in her suggestion that "all academic fields are multidisciplinary," though in practice, the science of the classrooms may differ from the most noble ideals we wish for.

Surely, virtue dictates that in every mathematical equation, there is a degree of enigmatic spirituality: Einstein was an advocate of such virtuosity in natural sciences, but where pursuit of spirituality is not a goal, diverse academic fields can not generate anything interdisciplinary. What Taiwanese universities need is educational diversity in such a way that would encourage inter-university exchange with contrasting societies as far afield as Africa, the Middle East, and Latin America; its primary effects would be to energize and prepare minds to help improve the system through a process of comparison and exploring contrasts. Because the Chinese models are always there, either indigenous or from the mainland, they impose themselves nonetheless.

As regards core curriculum courses, it is better if their content is based on some innovative lively programs instead of drills and rote learning. Moreover, students can be encouraged to be intuitional in their choices and preparations, so that the framework of classroom orientation would identify with the establishment of an idea: what one wants to achieve as a major in college, or a later goal/employment.

The future of education in Taiwan and the rest of Southeast Asia should be based on "student themes," or "student formats": the students must be given the liberty to discuss the curriculum with the faculty, and be given veto power to help shape the curriculum system. Senior graduating groups are ideal for a "teacher-student summit" once a year. I also support the idea that "reorganizing courses rather than departments" can be an approach to bringing changes in Taiwanese models of educational diversity. By the 21st century, it becomes inevitable to promote two models for BA and BS degrees: (a) curriculum of graduation by class attendance and thesis, (b) graduation through multidisciplinary activities and oral examinations. Until then, experimentation is a must: let the students raise their hands in the class and say: Teacher, your lecture is boring and we are confused!

Correction:

In the article about "millennial bugs" in the September edition of Sinorama, we misspelled the term as "millenial bugs." We offer apologies to our readers.

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