正確地認識宗教的本懷、發揮宗教淨化人心的功用，更進一步培養對不同宗教的「容忍精神」，彼此互為尊重，都是現代人的重要課題。所以在通識課程中，導入正確的「宗教教育」，給予學生對人生的正面思考，以及對人群的關懷。因此，透過宗教課程的介紹，或多或少能增進抉擇的能力，這對於生命教育而言，應是不容忽視。佛教人文藝術課程是一門哲學、思想、藝術、旅遊文學的課程，如果沒有思想理論為基礎，將流於圖片的收集觀賞；如果沒有實地的景點分析，將流於隔靴搔癢的遺憾。因此，理論與實作應相輔相成。所謂「讀萬卷書，行萬里路」，若能運用在佛教人文藝術課程的「教」與「學」上，不僅能增進學習的意願，還能達到教學相長的效用。本文以研究者親赴印度佛教遺跡拍攝之照片與短片，製成教材應用於通識教育課程中之教學，再應用問卷，收集學生的學習反應，發現實地景點分析的解說，頗能提高學生的學習興趣及學習效果。

In the general education curriculum, importing right ＂religious education＂, provide students with positive thinking about life, and with consideration for human being, should not be ignored. Buddhist humanity and art course is a philosophical, ideological, artistic, tourist literature classes, if no ideological and theoretical foundation, will be mere collection of images to watch; if lack of a site analysis, will amount to regret for scratching an itch from outside one's boot. Therefore, theory and implementation should be mutually supportive. The so-called ＂read thousands of books, journey thousand miles＂, in this paper, the researchers went to India of Buddhist ruins of shooting photos and video materials applied to teaching in general education courses, then analyze the questionnaire to collect student learning response, finds the field analysis and explanation can raise students' learning interest and learning effectiveness is improved.