實驗教育近年在台灣已成為政府與民間關注的焦點，實驗教育三法修正條例中開宗明義強調以學生為中心、以及尊重學生多元文化等具體目標。無論是課程、教學、教材、教法或評量皆須符合學生適性。筆者因曾經深入參與體制外實驗教育現場，故引發相關課程設計研究動機。究竟通識人文經典課除了教學技術革新，有無其他可能性？特別在課程設計方面，除體制內教育認知理論所發展之諸多教學模式外，有無可能參照體制外實驗教育理念加以調整？綜觀目前高教通識課程設計，實驗教育相關論述仍在初期發展階段，故本文以實驗教育理念為參照，結合通識經典《史記》之課程教學實務，開啟另類教學創意可能性，引發學習者興趣，建立經典閱讀之自主性與當代意識，達成人文經典課程教學之意義實踐，為學生鋪墊人文經典終身自我教育之基礎。本課程設計特色重視課前閱讀與學生討論參與，並援引實驗教育理念設計網路直播、團體活動等教學環節，呈現人文經典轉化與當代運用之特點。 In recent years, experimental education has become the focal point of the government and the society in Taiwan. In the revision of the 3 types of Experimental Education Act, the goals of student-centered teaching and respect for diverse cultures of students are made clear the purposes from the very beginning. That is, curriculum, pedagogies, teaching materials, teaching methods must conform to the suitability of students. Owing to the fact that the author has had the experience of teaching in an experimental school, the research motivation for the relevant curriculum design has thus been triggered. Are there any other possibilities in teaching the general humanity courses besides the innovation of teaching techniques? Especially when it comes to the course design, is it possible to be adjusted in reference to the ideas of experimental education besides using those teaching models derived from cognitive theories? Take an overall view of current curriculum designs for the general courses in University Education, the relevant studies for experimental education is still at its early development stage. Therefore, this study aims to take the reference to the ideas of experimental education in the design of a general course “Shi-Gi” so as to open up the possibility of innovative teaching, to trigger students’ interests in learning, to encourage autonomous reading and to lay a solid foundation for students’ lifelong self-education of classic literature. The course design attaches importance to students’ pre-reading and participation in discussion. Moreover, ideas of the experimental education are taken as the reference in course design, for example, online streaming and group activities, which show the contemporary course design feature in classic literature teaching.
