社區學院是推動終身學習社會的重要機構，社區學院的課程設計更是體現社區學院目標、
功能與任務的核心。因此，本研究以美國社區學院為範圍，以課程設計模式為主題，分析
美國社區學院的課程設計模式，希望能對我國未來設立社區學院時之課程設計提供參考。
本研究的主要目的有四：
一、探討課程設計模式的相關理論。
二、探討美國社區學院課程設計的發展演變、內涵與理念。
三、引用課程設計的相關理論，分析美國社區學院的課程設計模式。
四、根據以上研究結論，對我國未來設立社區學院時之課程設計提出建議。
本研究採用分析研究法，除蒐集相關文獻進行敘述性分析與詮釋外，也直接前往美國
參觀俄亥俄州的 Sinclair 社區學院，訪問 Sinclair 社區學院名譽退職校長 David H.
Ponitz，他同時是美國社區學院學會資深顧問及社區學院創新聯盟理事會研究顧問，互動
學習中心多媒體電腦服務部主任 James R. Hatton,及 Sinclair社區學院在 Miami
Valley 研究園區學習中心的資訊科技方案發展處處長 Alan Y. Cissp。
本研究結論有七：
一、二十一世紀美國社區學院課程設計的改革目標，是學習型學院的願景。
二、美國社區課程設計的內涵，展現豐富與多樣化的特色。
三、美國社區學院課程設計的理念，以滿足各階層民眾不同需求為最高指導原則。
四、隔空傳輸課程設計，幫助社區學院實現開放管道、民主、公平與終身學習的承諾。
五、副學士學位與證書的課程認證設計，整合高等教育、成人教育與終身教育體系，奠定
終身學習社會的基石。
六、博雅藝術型社區學院的課程設計模式，偏向過程模式。
七、職業型社區學院的課程設計模式，偏向目標模式。
本研究對我國及我國未來設立社區學院時之課程設計的建議有八：
一、儘速設置社區學院，導引台灣邁向終身學習社會。
二、課程設計工作，宜直接朝向學習型學院的願景進行。
三、課程設計內涵，應圍繞工作與生活成功所必須的批判性學習結果而設計。
四、課程設計安排，應隨時反應各階層民眾的需求。
五、善用隔空傳輸課程設計，幫助社區學院實現終身學習之承諾。
六、頒授學位與證書等課程認證，形成整合的透明化教育體系。
七、博雅藝術課程設計，可採過程模式加批判模式。
八、職業技術課程設計，可採目標模式加批判模式。

The community college is a key institution to move society toward the learning
society. And its curriculum design is the nucleus to achieve the goals,
functions, and tasks of the community college. Therefore, this study combines
two themes, tries to analyse the curriculum design models of community
colleges in America. And then make some suggestions for Taiwan. At last, 7
conclusions and 8 suggestions were drawn.

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