近二十年來教育部和科技部相繼推出各種大型計畫補助案，全台灣各大專院院校莫不以極力爭取這些計畫補助為榮，並且也以此誇耀其辦學的績效與學術研究的成果。但是，本研究所持的疑問是：經過這近二十年的大規模教學計畫的執行，台灣的高教現況是否變得更進步了？學生的學習成效是否變得更好了？本研究即以南華大學的通識課程為例，針對各類型通識課程，在接受教學資源挹注與無經費補助的兩種情形下，交叉比對其教學成效、學生學習成效或其他關係結果，進行全面性的普查，看其否如各類計畫執行結果所宣示的成效？初步分析結果顯示：除部分服務學習屬性的通識課程，在有計畫經費補助的學期，學生自評的各項學習成效皆明顯高於無經費補助的學期外，對於其餘所有通識課程而言，教學資源的挹注並未顯示學生自評的學習成效會有所提昇。 In the past two decades, the Ministry of Education and the Ministry of Science and Technology have successively launched various large-scale projects. All the colleges and universities in Taiwan are very proud of their efforts to apply and conduct these projects, and they also boast of the performance of their projects and the results of academic research. However, the question raised in this study is: Has the status of higher education in Taiwan been improved after the implementation of the large-scale teaching program in the past two decades? Has the student's learning effectiveness improved? This study takes the general education course of Nanhua University as an example. For each type of general education course, in the two cases of receiving extra teaching resources funded by projects and no extra teaching resources, compare the teaching results, student learning effectiveness or other corresponding results to see if course supported by a projects performs better? The preliminary analysis shows that, some general education courses of service learning attributes, in the semester with the program funding subsidy, the students' self-evaluation learning results are significantly higher than the non-financed semesters. For all other general courses, extra teaching resources funded by projects does not show that the effectiveness of student self-evaluation will improve.
