理解私人生活史如何是一部個人身體、情感、交往、禮儀、家庭、工作飲
食、閱讀、休閒逸樂、日常事物所構作出的自身做為私己存在的歷史──
1. 瞭解不同歷史階段私人領域與公共領域的分合關係
2. 與私人相關的各種生活方式的構成和自我意識的改變；
3. 私人生活與文明進程的關係
4. 隱私概念和私人性如何被建構出來
4. 相對於公共性，私人性構作出什麼樣的現代性Understand how private life history is a history of one's body, emotions, relationships, etiquette, family, work and drinking
Eating, reading, leisure and entertainment, and everyday things constitute the history of one’s own existence as a private entity──
1. Understand the division and integration relationship between the private sphere and the public sphere in different historical stages.
2. The composition of various personal lifestyles and changes in self-awareness;
3. The relationship between private life and the process of civilization
4. How the concept of privacy and privateness are constructed
4. Compared with publicity, what kind of modernity does privateity constitute?
通識課程不同於專業課程，實乃著重引導學生主動關懷、探索與實踐人類的終極價值與智慧；同時通識課程所提供的知識，不是專業課程的淺薄化，而是具有厚實感的基礎知識。本校根據創校傳統、校訓與辦學理念訂定通識教育定四大基本素養：求真素養、篤信素養、力行素養與宏通素養，以具體落實本校通識教育之理想。希望本校學生能發揮自主學習精神，在通識課程老師的引導下，逐漸培養其通識教育基本素養，並期待能終身學習。各種基本素養並訂有具體的學習成效指標，以做教學與學習成效之自我檢證的具體指標，分述如下：求真素養（自然領域）：1.學習自然科學的方法或哲學以探索物理與生命世界的微妙，2.發揮就事論事的精神，3.能參與科學議題相關的公共事務。篤信素養（人文領域）：1.學習人文精神以探索內在自我與領會人類文明的深層價值，2.發展自律精神，3.能運用理性進行道德推理。力行素養（社會領域）：1.運用社會科學的方法或哲學以激發學生的傾聽與溝通能力，2.承認與尊重多元差，3.實踐民主審議的精神。宏通素養（跨領域）：1.追求人類的整體價值，2.融通求真、篤信、力行等素養於個人生命之中。各領域的課程對於學習成效指標可以跨選，不必拘泥。
General courses are different from professional courses. They actually focus on guiding students to actively care for, explore and practice the ultimate value and wisdom of mankind. At the same time, the knowledge provided by general courses is not the superficiality of professional courses, but basic knowledge with a solid sense. . Based on the school’s founding tradition, school motto and school philosophy, the school has formulated four basic qualities for general education: truth-seeking quality, belief quality, practical quality and general quality, in order to concretely implement the school’s ideals of general education. We hope that our students can develop their independent learning spirit and gradually develop their basic literacy in general education under the guidance of general education teachers, and look forward to lifelong learning. Each basic literacy has specific learning effectiveness indicators for self-examination of teaching and learning effectiveness, which are described below: Truth-seeking literacy (natural field): 1. Learn the methods or philosophy of natural science to explore physics and the subtleties of the living world, 2. Use the spirit of discussing matters as they are, 3. Be able to participate in public affairs related to scientific issues. Belief literacy (humanities field): 1. Learn the humanistic spirit to explore the inner self and understand the deep value of human civilization, 2. Develop self-discipline, 3. Be able to use rationality for moral reasoning. Practical literacy (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Recognize and respect diversity, 3. Practice the spirit of democratic deliberation. Hongtong literacy (cross-field): 1. Pursue the overall value of human beings, 2. Integrate qualities such as truth-seeking, faith, and practice into personal life. Courses in various fields can choose from different learning outcome indicators, so there is no need to be rigid.
菲利普･阿里埃斯(Phillippe Ariès)、喬治･杜比(Georges Duby)主編，《私人生活史卷三：激情—文藝復興》（哈爾濱：北方文藝出版社，2008）
菲利普･阿里埃斯(Phillippe Ariès)、喬治･杜比(Georges Duby)主編，《私人生活史卷四：演員和舞臺—從大革命烽火到世界大戰》（哈爾濱：北方文藝出版社，2008）
菲利普･阿里埃斯(Phillippe Ariès)、喬治･杜比(Georges Duby)主編，《私人生活史卷五：現代社會中的身份之謎》（哈爾濱：北方文藝出版社，2008）
Edited by Phillippe Ariès and Georges Duby, "History of Private Life Volume Three: Passion-Renaissance" (Harbin: Northern Literature and Art Publishing House, 2008)
Edited by Phillippe Ariès and Georges Duby, "History of Private Life Volume 4: Actors and the Stage—From the Flames of the Revolution to the World War" (Harbin: Northern Literature and Art Publishing House, 2008)
Edited by Phillippe Ariès and Georges Duby, "History of Private Life Volume 5: The Mystery of Identity in Modern Society" (Harbin: Northern Literature and Art Publishing House, 2008)
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂引言和參與課堂引言和參與 Class introduction and participation |
20 | 課程以講授和討論方式進行，每週安排同學負責閱讀材料之摘要報告（不超過兩頁，注意結構完整，重點清晰，表述精當），並提出問題（注意問題意識掌握與提問方式），除嘗試回達所提問題外，也帶動全班討論。 |
| 平時作業平時作業 Daily homework |
20 | 每位同學需就各週之指定教材，任選六篇撰寫閱讀心得，期中考前和期末考前各繳交三篇，每篇一頁左右，也可提出問題，簡要說明提問原因並試著自我回答。 |
| 期中/期末考試期中/期末考試 Midterm/Final Exam |
60 | 申論題 |
