（一）嫻熟表達與溝通技能：課程中安排分組討論以訓練學生能夠有組織、有系統表達自己的思維、觀念、意見，清楚的對他人表達出自己的想法，樂於將自己的想法與他人分享。在應對中與人有良好溝通並虛心接受他人良善的建議。從討論中學生也具有批判思考、終身學習能力，並奠定學生後續學習發展基礎。
（二）拓展生活與知識視野：課程內容以深入淺出，兼顧基本的深度與廣度，例如，從伴侶動物對人健康之影響中，可幫助學生掌握本學科或議題之基本知識，並以不同深度與廣度的課程內容來介紹人與伴侶動物之互動關係以組合成多樣化課程，提供學生多元學習機會，並擴展學生學習視野，激發學生發展潛能。並從認識不同種類的伴侶動物生活習性，使學生獲得紮實之基礎知識並建立動物營養需求與行為之知能。
（三）涵養關愛生命與自然情操：從課程中強調愛護動物與關心環境，以營造友善安全之社會環境，以及教導學生尊重與關懷生命的態度，並建立學生重視環境衛生與動物保護，而有博愛精神及提昇道德觀。
（四）強化解決問題與改善社會的能力：課程中規劃教育觀點著手提倡尊重動物生命來防止棄養動物與棄屍所造成社會問題，並從法律責任規戒人勿虐待伴侶動物，以促進社會之祥和。
(1) Skillful expression and communication skills: Group discussions are arranged in the course to train students to be able to express their thoughts, concepts, and opinions in an organized and systematic manner, express their thoughts clearly to others, and be willing to share their thoughts with others . Communicate well with others and humbly accept other people's good suggestions. From the discussions, students also develop critical thinking and lifelong learning abilities, which lays the foundation for students' subsequent learning and development.
(2) Expand the horizons of life and knowledge: The course content is explained in simple terms, taking into account the basic depth and breadth. For example, the impact of companion animals on human health can help students master the basic knowledge of this subject or topic, and communicate with them in different depths. The breadth of course content introduces the interactive relationship between humans and companion animals and is combined into diversified courses to provide students with diverse learning opportunities, expand their learning horizons, and stimulate students' development potential. By understanding the living habits of different types of companion animals, students can acquire solid basic knowledge and build knowledge of animal nutritional needs and behavior.
(3) Cultivate the sentiment of caring for life and nature: Emphasis on loving animals and caring for the environment in the curriculum to create a friendly and safe social environment, and teach students an attitude of respecting and caring for life, and establish students to value environmental hygiene and animal protection, and have The spirit of philanthropy and the promotion of moral values.
(4) Strengthen the ability to solve problems and improve society: The planned educational perspective in the course begins to promote respect for animal life to prevent social problems caused by abandoned animals and abandoned carcasses, and also prohibits people from abusing companion animals based on legal responsibilities, so as to promote social The peace.
本課程為共同選修課，不屬於通識課程。
課程內容介紹常見的伴侶動物種類包括貓、狗、兔子、觀賞鳥及熱帶魚等，以及伴侶動物馴化歷史，概述世界先進國家伴侶動物數量規模、食品、醫療、用具等市場，讓學生有欣賞多元文化之能力；並探討伴侶動物對人類社會所造成的正面影響，例如：醫療上有心理治療、肢體復健，降低血壓等，而伴侶動物對人類社會也會所造成的負面影響，例如：伴侶動物與人之間有共同傳染病或任意在街道排糞尿，甚至人利用狗或鴿子從事競賽，以進行賭博，造成社會不良風氣，亦在探討範圍內。另一方面，透過對伴侶動物行為的介紹，探討人與伴侶動物如何正確相處之道，以解決人與狗之間的衝突，從上述讓學生瞭解伴侶動物與人之間相互關係。
在尊重生命之部分：一、瞭解伴侶動物營養的需要，避免人以主觀的意識提供食物，造成愛之適足以害之。二、給予生活空間，提供適宜的活動，安排散步、登山與旅遊等，以增加生活樂趣，而非傳統的圈繫或關在籠子。三、伴侶動物與人也有相同的生死病老之問題，人應與忠實朋友方式善待之，並給予老化之照護，讓其安養天年，並對其生命終點有善後處理，然而民間仍有「死狗放水流，死貓吊樹頭」之風俗，且最近社會新聞有大學生或研究生虐殺動物之事件，屢有所聞，故潛移默化刻不容緩；因此要從重要的礎石上--教育著手，灌輸愛護伴侶動物及保護環境，致力於改善人與伴侶動物之間所產生的社會問題。
This course is a common elective course and does not belong to the general courses.
The course content introduces common companion animal species including cats, dogs, rabbits, ornamental birds, tropical fish, etc., as well as the history of companion animal domestication, and outlines the size of the companion animal population, food, medical care, appliances and other markets in advanced countries in the world, allowing students to appreciate diverse cultures. capabilities; and explore the positive impact that companion animals have on human society, such as: medical treatment, physical rehabilitation, lowering blood pressure, etc., while companion animals can also have negative impacts on human society, such as: companion animals and Shared infectious diseases among people, free excrement and urine in the streets, and even people using dogs or pigeons to engage in competitions for gambling, creating negative social trends, are also within the scope of the discussion. On the other hand, through the introduction of companion animal behavior, it explores how humans and companion animals can get along correctly in order to resolve conflicts between humans and dogs. From the above, students can understand the relationship between companion animals and humans.
In terms of respecting life: 1. Understand the nutritional needs of companion animals and avoid people providing food with subjective consciousness, which may cause harm to them if they are loved enough. 2. Provide living space, provide appropriate activities, and arrange walking, mountain climbing, and travel to increase the joy of life, instead of traditional pens or cages. 3. Companion animals have the same problems of life, death, illness and old age as humans. People should treat them kindly as loyal friends, provide them with aging care, let them live in peace, and deal with the aftermath at the end of their lives. However, there are still problems among the people. The custom of "dead dogs being released into the water, and dead cats hanging from the tops of trees", and recent incidents of college students or graduate students killing animals in the social news, have been frequently heard, so it is urgent to instill it in a subtle way; therefore, we must start from the important foundation - education and instill We care for companion animals and protect the environment, and are committed to improving social problems between humans and companion animals.
Davies, M., 1996. Canine and Feline Geriatrics, Blackwell Science, London. UK.
Field K. J. and A. M. Sibold. 1999.The Laboratory Hamster ＆ Gerbil. CRC press, New York. USA.
Fogle, B (Ed.) .1981. Interrelations between People and Pet. Charles ＆ Thomas, Illinosis. USA.
Judah V. and K. Nuttall. 2008. Exotic Animal Care ＆ Management. Thomson Delmar Learing, New York. USA.
McNamara, J. P.,2006. Principle of Companion Animal Nutrition. Pearson Education, New Jersey, USA.
National Research Council, 1986. Nutrient Requirements of Dogs, National Academy Press, Washington, DC. USA.
National Research Council, 1986. Nutrient Requirements of Cats, National Academy Press, Washington, DC. USA.
O’Nell, A. (Ed.). 1989.The Complete Book of the Cat. Chartwell, New Jersey, USA.
O’Nell, A. (Ed.). 1989. A. The Complete Book of the Dog. Chartwell, New Jersey, USA.
Podberscek, A. L. , E. S. Paul, and J. A. Serpell (Ed.). 2001. Companion Animals and Us: Exploring the Relationships between People and Pets. Cambridge University Press, Cambridge, UK.
Serpell, J., 1986. In the Company of Animals. Basil Blackwell, New York, USA.
Stafford, K.2007. The Welfare of Dog, Springer, Dordrecht, Netherlands.
Terril, L. A. and D. J. Clemons. 1998.The Laboratory guinea pig. CRC press, New York, USA. USA
Davies, M., 1996. Canine and Feline Geriatrics, Blackwell Science, London. UK.
Field K. J. and A. M. Sibold. 1999.The Laboratory Hamster & Gerbil. CRC press, New York. USA.
Fogle, B (Ed.) .1981. Interrelations between People and Pet. Charles & Thomas, Illinosis. USA.
Judah V. and K. Nuttall. 2008. Exotic Animal Care & Management. Thomson Delmar Learing, New York. USA.
McNamara, J. P.,2006. Principle of Companion Animal Nutrition. Pearson Education, New Jersey, USA.
National Research Council, 1986. Nutrient Requirements of Dogs, National Academy Press, Washington, DC. USA.
National Research Council, 1986. Nutrient Requirements of Cats, National Academy Press, Washington, DC. USA.
O’Nell, A. (Ed.). 1989. The Complete Book of the Cat. Chartwell, New Jersey, USA.
O’Nell, A. (Ed.). 1989. A. The Complete Book of the Dog. Chartwell, New Jersey, USA.
Podberscek, A. L., E. S. Paul, and J. A. Serpell (Ed.). 2001. Companion Animals and Us: Exploring the Relationships between People and Pets. Cambridge University Press, Cambridge, UK.
Serpell, J., 1986. In the Company of Animals. Basil Blackwell, New York, USA.
Stafford, K.2007. The Welfare of Dog, Springer, Dordrecht, Netherlands.
Terril, L. A. and D. J. Clemons. 1998. The Laboratory guinea pig. CRC press, New York, USA. USA
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平常平常 usually |
40 | 隨堂考試與作業 |
| 期中考期中考 midterm exam |
30 | 考試方式包括選擇、問答與簡答題 |
| 期末考期末考 final exam |
30 | 考試方式包括選擇、問答或簡答題 |
