教育部自民國 101 年推動「現代公民核心能力養成計畫」固然有其效益，然面臨最主要的問題，就在於該計畫並未直指通識教育如何構思其教學理念、教學架構與教學方法來改革，計畫期程完畢後，很難持續且有效影響通識教育的發展。本文從三個層面來認識通識教育的創新教學機制：創新教學理念、創新教學架構與創新教學法。從創新教學理念而言，通識教育應該加強大學生在「精神鍛鍊」與「知識思辯」這兩大層面的陶鑄，意即應該著重品格通識教育與知識通識教育這兩大理念，各自結合生命教育與科學教育這兩個跨領域學門來發展，纔能使得大學生完成自身的「心靈覺醒」，有機會成為「完整的人」；從創新教學架構而言，通識教育應該將生命教育與科學教育融貫至基礎課程、核心課程與多元課程來實施，並著重經典通識教育、國際通識教育與在地通識教育這三大重點，來作為創新教學的架構，大學則應該設立實踐這三大重點的教學單位，彼此獲得對話與整合；最後，通識教育應該採取問題本位學習法、行動學習法與服務學習法這三種配套的創新教學法，大學教師則應該通過教學仔細梳理與驗證這三種教學法，結合教學來從事研究，使得通識教育獲得堅強的研究依據，最終完成華人本土社會科學。

Since 2012, the Ministry of Education had ever promoted the “The project of core competencies to develop modern citizens” with expectations of bringing positive benefits. One of the critical challenges of the project has been the lack ofteaching ideas, teaching architectures and teaching methods of the general education. More importantly, its sustainability for future development with consistency and efficacy has also been concerned by the general education community.Three aspects were used by this paper to understand the innovative teaching mechanisms of General Education, namely innovative teaching ideas, innovative teaching architectures and innovative teaching methods. From innovative teaching ideas, university students should be strengthened on two aspects of “spiritual exercises” and “intellective speculation” to shape up their characters, meaning that they should be focused on two concepts of character general education and knowledge general education. Each of them should be developed through combining two interdisciplinary academies of life education and science education to allow students to accomplish their personal “spiritual awakening” and have the opportunity to become a whole person. From innovative teaching architecture, life education and science education should be cohered into the basic curricula of general education, and implemented along with core curricula and multiple curricula. Meanwhile, it should also be focused on teaching three major priorities of classical education, international general education and indigenous general education to construct the innovative teaching architecture. These three major teaching units should be established and practiced by universities to mutually achieve dialogue and integration. Finally, three supporting innovative teaching methods of problem-based Learning, action learning and service learning should be adopted by general education. On the other hand, university teachers should be qualified to carefully acknowledge and verify these three teaching methods by integrating teaching in research activities, training teaching assistants to practice three teaching methods, allowing general education to achieve a firm research basis and eventually become an Chinese indigenous social science. At a first glance, the concern aspect and logical thinking of these two major interdisciplinary academies of life education and science education are quite different, but their natures are totally non-contrary to each other, and even have a complementary significance. When they are integrated and implemented under the general education domain, they are beneficial to attain a balance between humanity and science, allowing general education to generate crucial contributions to maintain the quality of university education.