1. 培養學生應用與人類生活功能相關之各種知識，並能考量性別、年齡、族群、性傾向等之差異狀況。
2. 在探討人類行為發展的各個階段中，提供一整合式之參考架構 (包括生理、心理、與社會)，做為瞭解現象與事件之基礎工具。
3. 在探討人類發展過程中，學生能夠瞭解並分析個人特質與社會環境所加諸的要求或支持之間的交互作用。1. Cultivate students' various knowledge related to human life functions, and can consider differences in gender, age, ethnicity, and sexual orientation.
2. In various stages of exploring the development of human behavior, an integrated reference structure (including physiological, psychological, and social) is provided as a basic tool for understanding phenomena and events.
3. In exploring human development, students can understand and analyze the interaction between personal characteristics and the requirements or support added by the social environment.
Ashford, J. B. & LeCroy, C. W. (2010). Human behavior in the social environment: A multidimensional perspective (4th. ed.). Belmont, CA: Thomson Brooks/Cole.
張宏哲、林哲立 (編譯) (2006)。人類行為與社會環境 (J. B. Ashford, C. W. LeCroy, & K. L. Lortie 原著，第二版)。台北：雙葉。
Ashford, J. B. & LeCroy, C. W. (2010). Human behavior in the social environment: A multidimensional perspective (4th. ed.). Belmont, CA: Thomson Brooks/Cole.
Zhang Hongzhe, Lin Zheli (edited) (2006). Human behavior and social environment (Original by J. B. Ashford, C. W. LeCroy, & K. L. Lortie, 2nd ed.). Taipei: Double Leaf.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| class participationclass participation class participation |
10 | |
| assignmentsassignments Assignments |
30 | |
| mid-term exammid-term exam mid-term exam |
30 | |
| final examfinal exam final exam |
30 |
