台灣大學部課程教學大綱的個案研究

摘要

    台灣的高等教育受到美國和西方高等教育實務的影響， 教學大綱是驗證這點的一種手段。然而，台灣對課程大綱內容，以及台灣的教學大綱與其他國家的教學大綱的相似性研究有限。在美國，隨著教學大綱模板從教學導向轉向學習導向和以學習為中心的環境，學者們認為教學大綱應該以學習為中心。鑑於台灣高等教育與美國高等教育有高度相似的假設，以及強烈要求以學習為中心的背景的呼聲，這項質性研究檢查了台灣某間公立大學的 180 份大學部教學大綱，使用美國（傳統）教學大綱和以學習為中心的教學大綱模板。源自美國文獻的教學大綱模板組件，用於描述（1）教學大綱的內容，以及（2）台灣的教學大綱與美國教學大綱模板組件的一致程度。 研究結果顯示：這所大學的教學大綱與美國傳統教學大綱模板組件內容上，顯示出高度一致性；並且在以學習為中心的模板組件內容上，顯示出中等水平一致性。此外，大約 90% 的教學大綱包括 10 個模板組件主要成分中的 8 個。其他結果包括：70% 的教師是男性，30% 是女性；超過75% 的教師在美國或歐洲獲得博士學位；性別對包含兩個模板的主要組成部分沒有顯著影響；對於在美國或台灣獲得博士學位的教師來說，兩個模板中包含的組件沒有顯著區別；高比例(80%)的大學課程採用美國出版的英文教科書；但在教學大綱中以英文書寫方面，存在一些差異。根據此次調查的教學大綱，有證據顯示：經由台灣的教學大綱內容，可以推論出台灣(大學部)的課程規劃和組織，與美國大學現行推薦的實務做法有高度的一致性。

A CASE STUDY OF UNDERGRADUATE COURSE SYLLABI IN TAIWAN

Abstract

Higher education in Taiwan has been influenced by U.S. and Western practices, and syllabi represent one means to verify this. However, limited research exists in Taiwan on course syllabi and on similarities of syllabi with practices in other countries. In the U.S. as the paradigm shifted from teaching to learning and to the learning-centered context, scholars argued that syllabi should be learning-centered. Given the assumption that higher education in Taiwan is similar to U.S. higher education and the call for a learning-centered context, this qualitative research examined 180 undergraduate syllabi at a public university in Taiwan with a (traditional) syllabus component template and a learning-centered syllabus component template derived from the literature in the U.S. to describe (1) the contents of syllabi, and (2) the extent that syllabi in Taiwan were congruent to U. S. syllabus component templates. Syllabi at this university were highly congruent with the (traditional) syllabus component template and were congruent at the medium level with the learning-centered component template. About 90% of syllabi included 8 of 10 major components. Additional findings included: 70% of faculty were male, and 30% were female; more than 75% of the faculty earned their doctoral degrees from the United States or Europe; gender made no difference on inclusion of major components for both templates; there was no difference in inclusion of components on both templates for faculty who earned their doctoral degrees from the U.S. or Taiwan; a high percentage (80%) of college courses adopted English textbooks published in the U.S.; some differences existed and use of English in the syllabus and on components included in the syllabi. Based on these syllabi, it is evident that syllabi in Taiwan represent course planning and organization congruent to recommended practices in the United States.