本文以《易經》在通識教育課程中的經典閱讀策略為論，論文主軸在於從「易經與人生」此門通識課程之教學經驗中，以《易經》為例，反思傳統經典於通識教育中的經典閱讀教學方式，以及傳統經典於通識教育中的作用等問題。首先，對《易經》之性質與迷思進行討論，指出一般人對《易經》此經典有著迷信與教條式道德規範的迷思，此可能影響《易經》於通識較於中的學生學習態度與教師教學方式。次者，對《易經》於通識教育中的經典閱讀進行策略的提出，嘗試以「《易經》閱讀之先備知識的課程架構」與「傳統與現代文化連結的問題意識」兩脈絡進行「易經與人生」課程的無構與課程鋪陳之內涵，對個人之教學活動進行後設性探討。最後，從通識課程中的《易經》教學經驗中，提出中國傳統經典於通識教育課程中的作用性的思考，重新思考經典於大學通識教育中的意義與作用。

This article is to discuss the classics-reading strategy of Yi Jing as part of the liberal education. Based on the teaching experience during the course of ＂Yi Jing and Living,＂ here we take Yi Jing as an example to reflect on how to teach classics as part of the liberal education and what the function of traditional classics is in the liberal education. First, we discuss the nature and myth of Yi Jing, pointing out the myth people have about Yi Jing in terms of superstition and dogmatic moral norms. Second, we propose a strategy about how to read Yi Jing as part of the liberal education , trying to approach the course structure and course content of ＂Yi Jing and Life＂ through the lines of ＂the course structure of the prior knowledge of Yi Jing＂ and ＂the problem consciousness about the connection between traditional and modem cultures,＂ making a meta-exploration about the teaching activities. Finally, from the teaching experience of Yi Jing, we propose a reflection on the function of Chinese traditional classics in the liberal education in order to reconsider the meaning and function of classics in the liberal education in college.