通識教育是大學教育重要的一環，目的在於培養學生必備的知識、能力和態度，成為有責任和教養的公民。臺灣通識教育課程實施，至今已有三十多年之久，具有一些成效，也出現一些問題。本研究旨在探究公立大學通識教育課程架構內涵，並提出改進建議，除了進行文獻探討外，並針對各公立大學通識教育中心網站有關通識教育課程資料進行分析；同時就大學通識教育評鑑報告中「課程規劃與設計」部分，採文字探勘技術進行內容分析。根據文獻探討和內容分析，發現超過八成的學校通識課程學分數達28 學分以上，課程架構採「核心課程+共同課程」之類型較多；常見問題包含通識教育課程目標與核心素養對應性不夠緊密、課程地圖功能未能有效發揮等。最後提出「確立核心通識理念、目標和核心素養，及建立彼此緊密關聯性」等六項改進建議。

As the foundation of university education, general education aims to develop the essential knowledge, skills and attitudes required for students to become capable citizens equipped with key competencies. The current general education policy has been implemented for more than 30 years and there are both advantages and disadvantages that need to be addressed. The purpose of this study was two-fold: to explore the content of curriculum structure of general education offered by public universities in Taiwan and to propose feasible improvements. The study conducted a literature review, analyzed the general education curriculum material on the websites of public universities in Taiwan and performed the content analysis with a text mining method on the part of ＂curriculum arrangement and design＂ of the report on university general education review. The results of the literature review and content analysis pointed out that over 80% of the universities require students to take over 28 credits from general education and the most popular curriculum structure is the type of core curriculum with general education. Problems found by the present study included: the connection between curriculum objectives and key competencies was not close enough, and the function of the curriculum map was not effective enough. Six suggestions were proposed to help establish the core concept, objectives, and competencies for general education, and to build up a closer connection with each other.