鐘響之前－ 校園培力與參與實驗：「校園文化資產詮釋」

Abstract

本行動研究以臺大校園為田野，採取參與觀察法與深度訪談法，描述「這群人」進行校園培力與深化校園認同的過程：由校園導覽做起點，爾後推動校內第一堂由學生主動發起、規劃並執行的課程「校園文化資產詮釋」。並且，利用教育部之補助經費建立助教制度，開設實習課程，使同學們有機會深入關心校園空間之規劃及改造。 此外，本文闡釋課程之規劃設計意涵、歷年執行經驗與制度變革，試圖作為他校推動之參考。有鑑於過往校內推動參與過程遇到之窒礙，本課程設計採校園議題作為切入點，引介各領域知識，呼應通識教育之跨領域精神。同時，使原先以潛在課程（hidden curriculum）形式流傳在校園內各角落的隱性知識，得以系統化地傳承，作為討論校園議題時的思考依據，亦為培力基礎之初構。最後，藉由每學期實習課的巧思安排，讓學生不是做功課，而是作自己；透過主動地挖掘校園、分享感動，取代被動的知識灌輸與記誦，也在過程中學習多元智能與負責任的自由、悠閒的好奇等大學精神。 在涉入的過程中，透過創意詮釋，拉近與專業知識領域間的距離。課程也由起初的導覽員培訓課程，轉型成為意見溝通與跨領域學科的交流平台，並企圖藉由其過渡儀式的象徵意義，成為參與的培力機制。三年來的試驗，初步結論如下： 1.採用滲入生活的方法，才有機會深入改造。 2.藉由校園文化的啼聲，朝向通識課程的提升。 3.提供參與的機會，才有思想的激匯。 4.有支持學生主體性的觀見，方得一窺大學發展之關鍵。

This action research focuses on the experiment of students’ empowerment and participation in NTU campus since 2003. Based on observations on a group of NTU and NTNU students from year 2003 to 2006 and the in-depth interviews with them, the research describes the development of the group’s action. The group tried to empower the students and reinforce their identification with NTU campus. Starting by offering campus tour service to university visitors, the group subsequently created the first school course planned and ran by students: “Interpretations of Campus Cultural Heritages (ICCH).” The course contains two major parts: lectures by professors from various fields and practicum by teaching assistants (TA). The TA system of ICCH was established by this group, and the TAs has received financial support from Ministry of Education since 2003. The unique scheme of ICCH and the liberal studying environment of NTU allow TAs to design the lectures of ICCH and handle its remarkable practicum, which provides students with more chances to participate in all kinds of activities in NTU, such as campus planning and the university history research. To set a reference for other universities, the author illustrated the spirit of the ICCH, its execution experiences, and its institutional evolvement. Based on the experiences of the past actions, the course aimed at discussing all issues regarding NTU campus and introducing the knowledge of each academic field. The group tried to systematize the hidden curriculum about the architecture, botany, history and stories of NTU, and to translate them from tacit concepts into explicit knowledge to form the foundation of the discussion about campus issues in the future. ICCH is not just a course to those students, but also a quest for themselves. Instead of being passive learners, the TAs designed a system encouraging students to explore the campus more voluntarily and actively, and, at the same time, be willing to share their feelings and interpretations about NTU with one another. Through ICCH students will learn the multiple intelligences and recognize the spirits of the university, such as idle curiosity and responsible freedom. Moreover, the group tried to minimize the gap between students’ experiences and professional skills by “creative space interpretation.” From the course for training campus tour guides, ICCH has transformed into a platform of communications and intended to become the model of campus empowerment. Finally, the conclusions of this paper claim as the following: 1.To influence the students effectively, the course has to be designed in the way that is closely related to students. Similarly, to influence the school’s policies effectively, one has to understand the school’s perspective profoundly. 2.A course that focuses on the campus culture, like ICCH, has a deep impact on students, which is a great promotion for general education in a university. 3.If the chance of participation is provided, creative thoughts will converge at a university rapidly. 4.The support of students’ autonomy is the critical key point to the future development of a university.