本研究的主要目的是：一、探討通識教育課程任課教師及工學院學生，對通識教育課程設計的看法。二、比較不同背景的通識教育課程任課教師，對通識教育課程設計在看法上的差異。三、比較不同背景的工學院學生，對通識教育課程設計在看法上的差異。四、探討背景因素與「基本觀念」、「課程設計」的關係。五、探討「基本觀念」與「課程設計」的關係。本研究採用調查究法。 樣本人數包括：通識教育任課教師 124 人，工學院學生1400 人。 (一 ) 不同背景的通識教育課程任課教師及工學院學生在通識教育的「基本觀念」、「課程設計」、「課程內容」、「師資方面」的得分或反應部份有顯著差異。(二 ) 通識教育課程任課教師的學歷、職級與「基本觀念」、「課程設計」的得分沒有顯著的曲線相關。(三 ) 工學院學生的年級、已修通識課程學分數與「基本觀念」、「課程設計」的得分沒有顯著的曲線相關。(四 ) 通識教育課程任課教師的「基本觀念」與「課程設計」的得分沒有顯著的相關。(五 ) 工學院學生的「基本觀念」與「課程設計」的得分有顯著的相關。此外，在調查研究方面，不論在「基本觀念」、「課程設計」、「課程內容」、「師資方面」、「教學方面」亦有頗多有意義的發現。

　　　　　The purposes of this study were to:(1)investigate the datum related tocurriculum design of general education from teachers of general education andcollege students majored in applied science; (2)compare the differences of datumrelated to the curriculum design of general education among teachers' andstudents' background variables; (3)examine the relationship between backgroundvariable and basic concept、 curriculum design;(4)examine the relationshipbetween basic concept and curriculum design. 124 teachers of general educationand 1400 college students majored in applied science were randomly selected fromuniversities and colleges. The results indicated as follows:1.The difference ofbasic concept、curriculum design、content of curriculum, teachers, qualificationbetween teachers and students were partial significant. 2.The correlationrations among teachers' degree、 position and basic concept、 curriculum designwere respectively partial significant. 3.The correlation ratios among students'grade、 credits and basic concept、 curriculum design were respectively notsignificant. 4.The correlation between teachers' basic concept and curriculumdesign was not significant. 5.The correlation between students' basic conceptand curriculum design was significant. In addition, there were many findingsrelated to basic concept、 curriculum design、 curriculum content、 teachers'qualification, and teaching were also found.