通識教育為高等教育改革的要點之一，然而近年來通識革新較傾向於制度與教學評鑑上的關注，對於課程實質內容的深入探析與整體研究相對不足，另一方面教育理念雖常呼籲學生聲音，然在大學中聆聽學生觀點的機會仍屈指可數。是以本研究企圖透過「重要但缺乏」的觀點來關注課程，二來期望前述探究能透過學生觀點來檢視。首先，為建立資料分析的參照，本研究分析國內外14所大學（含政大）通識課程的目標、結構與科目。繼而，進一步透過問卷調查754位政大四年級學生，有效樣本716位（抽樣誤差於正負3.14%之間），來探究學生對通識的定義及其認為通識課程「重要但缺乏」的內容，研究發現如下： 一、在學生對通識的定義方面：（1）全體大四生的通識定義近八成為主修專業之外、各領域入門、基礎常識、社會生活應備、思考與學習方法與人格情意陶冶；（2）從學院來看，各學院通識定義高度相似，惟教育學院通識定義歧異度略低；（3）從性別來看，除了男女前五大通識定義高度相似，整體而言男生較有整體與掌控之意涵，而女生較有個人、實用、思考與順應之意涵。 二、在學生認為通識「重要但缺乏」的內容方面：（1）大多數全體大四生所列舉的內容多屬實作實務性質（如：烹飪、設計），另還包括具生活基本能力性質、生活品味性質以及認識非主流的弱勢性質之內容；（2）從學院來看，各學院多以烹飪、人際社交、實作實務為重要但缺乏的內容；（3）從性別來看，除了男女前三大列舉內容高度相似之外，整體而言男生較有規範、傳承與責任之意象（如：道德倫理），而女生較有個人、美感與情感之意象（如：美妝儀態）。最後，本研究對政大通識課程、通識課程研究方法及建立長期研究基礎提出建議與討論。 / General education (GE) has been of great significance in the higher education reformations. However, in recent years GE reformations had inclined to focus on its institutionalization and instructional evaluation rather than its curriculum content. Besides, even the student-centered concept has been constantly promoted in education, there were still rare chances for students to voice in university. Under such circumstances, this study is aimed to examine the GE curriculum especially through the perspective of the null curriculum and the students. To provide a reference before exploring the null curriculum, the study first went through the documentary analysis of the aim, structure and course in 14 universities’ GE curriculum throughout Taiwan and the United States. The study further conducted a survey on the NCCU seniors’ viewpoints on the GE definition and what is important but missing in GE curriculum, 716 among 754 questionnaires were valid (the sampling error is approximately 3.14%). The results indicate that in the viewpoint of NCCU seniors: 1. The definition of general education: (1) for the majority of seniors, it tends to be outside the discipline, the introduction of each discipline, basic common sense, the social life-oriented, the thinking and learning methods as well as the personality cultivation. (2) from the college-level term, each college shares a high degree of similarity, in which the college of education tends to be in less diverse. (3) from the gender-level term, besides the male and female students share a high similarity in the top 5 definitions, more male students show the overall sense of the wholeness and the control, while female students show the overall sense of more personal, being practical, thinking and the will to adapt others. 2. The “important but missed” content in general education: (1) for the majority of seniors, it tends to be the chance of performing and experiencing in person (ex: cooking, design), the basic surviving skills, the life taste enhancement as well as the understanding of the minorities within the non-mainstream. (2) from the college-level term, every college show high percentage in the courses regarding cooking, social interations and the implementation of practice. (3) from the gender-level term, besides the male and females students share a high similarity in the top 3 courses, more male students show the overall sense of standard, inheritance regarding the seniority and responsibility (ex: morality and ethic), on the other hand, more female students show the overall sense of more personal space, aesthetics and emotion (ex: appearance care). According to the results, the study implies some discussions and suggestions for the GE curriculum in NCCU, the methodology of GE curriculum researches, and the basis for long-term researches.