摘要 課程是學生獲得學位而必須參加一系列學術計畫。拉丁語中「課程」 （curriculum）的意義是「跑道」（race course），那麼學（修）完課程就 算是「跑道終點」了。課程表達是一所大學對教育本質的詮釋，它可能遠 比學生手冊裡學分數規定的複雜多了。晚近，由於社會變遷、學生構成的 變化，動搖了原先課程體系基礎，走向職業主義的潮流，導致大學課程改 革成為趨勢，引發關於大學教育目標的「論戰」。對此，通識教師也如一般 常人普遍對改革採取較為保守的態度。本文探討「大學生應該接受什麼通 識教育課程？」，當這個問題的出台時，緊跟在後就是通識課程改革問題， 它們不僅是一個理論問題，也是一個實踐問題。

Abstract The curriculum is a series of academic plans that students must learn before obtaining their academic degrees. The curriculum in Latin means “race course ”. When students acquire all of the curriculums that mean they have reached “the destination of the race”. The curriculum expresses a university for its interpretation of educational essence. It may be more complex than the grades in students’ manual. Lately, owing to the transition of society and the change of student’s structure, the curriculums have wavered in their original curricular foundations. They not only have changed toward the vocational principle, made universities reform their courses but also given rise to controversies about the goal of the university. Regarding this, literacy teachers keep conservative attitudes generally as most of the average people. The study discusses “What general education curriculums should university students accept ? ” When the issue hits, the following question is the reform of the general education curriculums. They are not only just a theory question but also a practice question.