為因應知識經濟年代、全球化之高度競爭，近年來各國日益重視就業力的提升，強化學校與職場的銜接，高等教育亦開始展開就業力培養之省思與對話。大學生就業所需具備之共通職能，在我國高教政策強化學用合一的思維下，日趨受到重視；不少學者與調查已指出大學生就業需具備的共通職能，然而如何在大學教育中落實為課程的一環仍在初期的探究階段。本研究建構於一般課程中實施之職能教學融入模式，並發展抗壓力、團隊合作兩項職能之教學融入教案；教學融入模式與教案透過五位教師參與之協同行動研究團隊，在各自所教授之心理系相關課程導入、實踐、與反思，並透過對話及省思再建構職能教學融入模式。本研究所建構之職能教學融入模式與教學方案，及實踐過程中之困難與問題解決經驗，期能提供高教教學實務之參考。

To fulfill the demands of knowledge economy and global competition, in recent years there is a trend to put increasing emphasis on the employability. Higher education starts to engage in the dialogue and reflection of employability issues as well. The generic competence for graduates also draws much attention especially under the domestic higher education policy of enforcing the unity of learning and its application. Although some scholars and surveys have some suggestions on the generic competences that a collegiate graduate should be equipped with, the cultivation of competences is still at the initial stage. The present study developed a competence-enhanced teaching model, aiming at enhancing students’ generic competence while teaching general courses. Based on the model, teaching plans for enhancing stress-intolerance and teamwork competence were also designed and implemented in real life through a collaborated action research process. The action research team, formed by five faculty members from a psychology department, participated in a collaborated action research process to revise and reconstruct the model through the circulation of action and reflection. Applications of the teaching model and suggestions for practitioners to promote students’ generic competence in general courses were provided.