一、增進對公共藝術觀念及政策的了解，培訓辦理公共藝術設置業務之能力。
二、公共藝術設置辦法之實施，法令內容講解及相關公共藝術計畫觀念之建立。
三、了解國內外公共藝術發展現況，培養公共藝術創作與研究人才。
四、建立新的公共藝術視野，以提昇未來公共藝術設置品質。1. Enhance understanding of public art concepts and policies, and train the ability to handle public art installation business.
2. Implementation of public art installation regulations, explanation of legal content and establishment of relevant public art project concepts.
3. Understand the current development status of public art at home and abroad, and cultivate public art creation and research talents.
4. Establish a new public art vision to improve the quality of future public art installations.
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.
� ※主要參考書籍/資料 (Textbooks and References)
一、百分比公共藝術示範（實驗）計畫執行及審議作業要點（文建會）。
二、Catherine Grout 姚孟吟譯，2002，藝術介入空間 遠流出版社。
三、公共藝術設計實務，李永清編著，江蘇美術出版社，2004。
四、景觀公共藝術，國際新景觀著，華中科技大學出版社，2007。
五、台灣地區戶外藝術匯編，（文建會）。
六、台灣公共藝術年鑑，（文建會），1998-2008。
� ※Main reference books/materials (Textbooks and References)
1. Key points for the implementation and review of the percentage public art demonstration (experiment) project (CCAC).
2. Catherine Grout, translated by Yao Mengyin, 2002, Art Intervention Space, Yuanliu Publishing House.
3. Public Art Design Practice, edited by Li Yongqing, Jiangsu Fine Arts Publishing House, 2004.
4. Landscape Public Art, International New Landscape, Huazhong University of Science and Technology Press, 2007.
5. Compilation of outdoor art in Taiwan, (CCAC).
6. Taiwan Public Art Yearbook, (CCAC), 1998-2008.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中研究報告期中研究報告 Interim Research Report |
30 | 報告內容的完整性，上台發表的簡報呈現與表達能力. |
| 期末實作作品考核期末實作作品考核 Final assessment of practical works |
40 | 公共藝術美學評估的完成度與表現力，課堂內容的融會運用. |
| 平常出席考核平常出席考核 Attend assessment regularly |
30 | 出席率，課堂分享討論，作業繳交. |
