當社會快速發展，對於學生所需要的關鍵能力：強調經驗與反思，具備創意、創新、跨領域、知識統整等特質，採取行動導向學習方式，以解決真實問題為核心的學習過程，係當前大學課程改革與人才
養成之發展趨勢。本文以通識教育與專業系所教師合作組成跨領域課群之教學合作實務，探討學科知識
應用與整合、導入創新教學理念、規劃課群合作項目與設計活化課程教學，據以達成群性發展教學之合
作學習目標。教師的教學創造力是孕育學生創造力的搖籃，在教學過程中經由改變單一的教學模式，實
施跨領域教學設計，運用協同教學與創新教學方法，以學生學習為主體，教師的角色轉變為學習的引導
者。透過群性化教學模式的實施，本文發現有助於師與生，以及同儕之間互動關係的增長，學生依據個
別知識學習的需求與期望，進行跨領域知識學習，對於激勵學習動機確實有正面的助益。然而，群性化
教學模式之實施，教師雖然可以配合其他教學法使用，但在協同教學合作規劃部分，仍須判斷在適當的
時機，依據單元主題進行縝密的規劃；教師仍須考量學生的個別差異，方能增進跨領域學習成效。群性
化教學仍須配合傳統教學設計，方能建構課群合作與跨領域學習模式，達成改善課程教學與建立創新教學之信念目標。

In the rapid developing society, students are required to equip themselves with key skills, with an emphasis on experience and reflection, creativity and innovation, and cross-disciplinary and integrating knowledge. As the
core of the learning process, these key skills encourage students to use action-oriented methods to solve their
problems, and this process has become the current development trend of university curriculum reform and talent
development. This article combines the practical teaching experiences of general education with those of
professional curriculum teachers, to explore how to integrate the group curriculum, establish the innovative
teaching concept, create the curriculum design, activate the teaching content, and achieve cross-domain learning
goals. The main purpose of establishing a group division and cooperation mechanism is to improve the quality of
teaching and heighten the effect of learning. Teachers work together to achieve a triple win of course quality, teacher teaching and student learning, through group grouping, collaboration and experience exchange. The
teacher's teaching creativity is the cradle of the students' creativity. The group teachers change the existing
teaching mode in the teaching process. In classroom interactions, the teacher's role is transformed into the learning
guide, taking the students’ inquiry as the most fundamental. The learning method, the design of the unique
homework report and teaching activities, usually get the positive feedback and affirmation from the students.
Based on the results and practices of group's promotion, this paper discusses the implementation of group teaching,
the division of labor and cooperation projects, and the students’ learning effectiveness response. It is based on
rethinking the group cooperation and cross-domain learning mode to provide a reference for cross-disciplinary group cooperation, for teaching improvement and innovative teaching.