| 摘要: | 在一個以理工學系為主要專業領域的科技大學中，人文領域學門的學習，對學生而言，向來是辛苦與挑戰的；這樣的困境，對於站在第一線的教學老師來說，同樣是一項任務的考驗。人文領域課程蘊含著一定的思想性，它需要透過循序漸進、由淺入深的引導學習，方能提升理解與體會的成效。其中，哲學課程常伴隨著相當程度的抽象性與深度思維，對於平時極少接觸類似課程的理工學生來說，更具難度。為此，筆者重新思考與規劃「哲學與人生」課程，試著在有限的上課週次中，將人生學習重點大致規整為六大主題，以內涵不同，但又彼此相關之主題單元作為課程主要縱軸，再將哲學內涵配合各個縱軸單元，規劃適切之橫向軸對應理論學習，使得哲學內涵自然融入多面向之人生縱軸之中，兩相襯托，幫助學生進入人生哲學的思索世界裡。而為了彌補人生臨場生命經驗的可能不足，個人進一步安排符合課程內容需求之不同故事性題材，融入教學內容之中，以開放討論的形式，提升豐富的思維空間與課堂的活潑互動關係，更進一步促進學生有效學習，並能真正落實在人生道路上。在這樣的課程規劃改變裡，經過三次的規整實施後，經由調查問卷，獲得平均超過八成以上之滿意度結果。
In a science and technology University, the study of the field of humanities, for students, has always been hard and challenging. Humanities curriculum contains a certain ideological, it needs to guide learning, then can enhance understanding and experience. Philosophy courses are often accompanied by abstraction and depth of thinking, for those who usually rarely contact similar courses of science and engineering students, it is more difficult. For this reason, I re-plan philosophy and life courses. The focus of life learning will be roughly planned for the six major themes, with different connotations, but each other related theme unit as the vertical axis of the course. I also plan appropriate corresponding philosophical theoretical study, making the life philosophy learning will naturally integrated into the multi-oriented life, to help students into the philosophy of life thinking in the world. In order to make up for the lack of life experience in life, the story article will fulfill into the teaching content, in an open discussion form, to rich the student's thinking and enhance interactive relationship in classroom. Promote students to learn effectively, and can really be implemented on the real life. In this course planning changes, after three practices, through the questionnaire survey, get more than 80% of the average satisfaction results. |
