本文論述教育部海洋教育先導型計畫之「海洋通識教育課程」中執行「海洋與醫藥生活」之課程設計與實踐。內容分為四大部分：壹、前言：闡述海洋教育的緣起，2007年海洋教育政策白皮書確立各級學校之海洋知能。貳、海洋主題通識課程設計：海洋教育在大專院校的通識課程執行，以2010年與2011年「海洋通識教育課程」中補助「海洋與醫藥生活」課程為例，課程設計以海洋醫藥資源主軸。課程架構結合環境、科技、產業、人文與法政，提高大學生對海洋的認知。叁、「海洋與醫藥生活」課程執行模式：以全方位團隊師資、教學助理、課程網頁與體驗式戶外教學模式進行，探討對學生學習成效之影響。肆、結論：以課程執行經驗成果分享與探討，作為技專校院開設海洋通識教育課程之未來發展。

This study discusses the course design and practice of ”ocean and medical life” in the ”General Education in Marine” of Marine Education Enhancement Project, as implemented by the Ministry of Education. The content includes 4 parts:1) Introduction: introduces the history of Marine Education. The White Book of Marine Education in 2007 validated marine knowledge and capability of schools.2) Design of the general courses of marine themes: Marine Education was implemented in general courses of universities. Using ”ocean and medical life” in ”General Marine Education” of 2010 and 2011 as an example, the course design was based on marine medical resources. The course framework combines environment, technology, industry, humanity, and law to increase university students' cognition of ocean.3) Practice model of ”ocean and medical life”: with a complete team of teachers and teaching assistants, the teaching was carried in the forms of course webpage and experiential outdoor instruction. The effect on students' learning effectiveness was also discussed.4) Conclusion: the course practice results and suggestions can serve as references for future development of General Marine Education in technological and vocational institutes.