本文以朝陽科技大學為研究對象，利用臺灣高等教育整合資料庫－大三問卷內容，運用ordered probit模型進行分析，探討通識教育課程的正式與非正式課程對學生能力的影響。研究結果顯示有八成的學生對於通識教育正式課程的「課程規劃」、「教學內容」與「教學品質」的滿意度感到滿意，而正式課程對大學生能力提升有正向顯著的影響，其中以課程規劃影響層面最廣，其次為課程規劃，最後是教學內容。另一方面，本研究發現非正式課程的參與程度對提升學生二十項能力多有正向顯著的影響，其中以「學術演講」活動的影響層面最廣，其次是「生涯講座」，第三則是「正式社交活動」。最後依據研究結果，針對通識教育課程提出改善建議。

By Juniors’ Survey in Taiwan Integrated Postsecondary Education Database, this study focus on the effect of formal and informal curricula of general education at Chao Yang University of Technology. Result from Ordered Probit mold shows that 80% students are satisfied on general education courses. As to the formal curricula, there are three factors that have great positive effect on opening their minds and increasing their knowledge, including Courses Scheme、Courses Content and Teaching Quality. On the other hand, informal curricula have the obvious effect on increasing student’s abilities. The first important informal course is “Symposium Speech”, second one is “Career Speech” and third one is “Formal Social Activities”.