視覺藝術欣賞課程設計內容的目的，在於培養學生對視覺藝術具備暸解與欣賞的能力，包括：
• 對藝術作品的分析與欣賞
• 對藝術作品的描述與評論
• 對藝術家的創作概念、藝術作品的時代與區域有所暸解
• 依據不同文化及不同時代的影響來評量藝術創作，並增加對不同文化的暸解
• 分辨不同藝術作品的創作材料與過程
• 藉由期中創作與報告培養溝通與論辨思考的能力The purpose of visual art appreciation course design content is to cultivate students' ability to prepare for visual art and appreciate, including:
• Analysis and appreciation of artistic works
• Description and comment on artistic works
• Explain the artist's creative concepts, the times and regions of artistic works
• Evaluate artistic creations based on the influence of different cultures and eras, and add explanations to different cultures
• Distinguish the creative materials and processes of different artistic works
• Cultivate the ability to communicate and discuss and think through mid-term creation and reporting
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。
The general course is different from the professional course, and it actually focuses on guiding students to actively care, explore and understand the ultimate value and wisdom of human beings. At the same time, the knowledge provided by the general course is not the purity of the professional course, but the basic knowledge with a strong sense of reality. . Our school has established four basic qualities for general education based on the concept of creating school traditions, school training and management: seeking truth, trustworthiness, striving for general education, and implementing the ideal of general education in our school in a specific way. I hope that students of this school can develop the spirit of independent learning, and under the guidance of general course teachers, they will gradually cultivate their basic qualities of general education, and look forward to finally learning. Various basic ingredient cultivation and have specific learning effectiveness indicators to serve as a specific indicator for self-verification of teaching and learning effectiveness, which are divided into the following: Truth-seeking cultivation (nature field): 1. Learn the methods or philosophy of natural sciences to explore physics The subtlety of the life world, 2. Develop the spirit of doing things, 3. Be able to participate in public affairs related to scientific issues. Relief and nourishment (humanity field): 1. Learn the humanistic spirit to explore the deep value of inner self and leading human civilization, 2. Develop self-discipline spirit, 3. Be able to use rationality to conduct moral reasoning. Practice and cultivate (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Accept and respect for diversity and differences, 3. Realize the spirit of democratic review. Hongtong basic cultivation (cross-domain): 1. Pursuing the overall value of human beings, 2. Integrating truth-seeking, trustworthiness, and action in personal life. Courses in various fields can be selected across learning performance indicators without being restricted.
陳秋瑾、林昌德、黃光男、劉俊蘭、許瀞月、張青峰、李美蓉2006。《視覺藝術欣賞》。台北：華泰文化。
Fisher, M. Aelanski, P. (1988). The Art of Seeing. NJ: Prentice hall, Inc.
Piper, David. (2004). The Illustrated History of Art. London: Bounty Books of Octopus Publishing Group Limited.
Chen Qiujin, Lin Changde, Huang Guangnan, Liu Junlan, Xu Yongyue, Zhang Qingfeng, Li Meirong 2006. "Visual Art Appreciation". Taipei: Huatai culture.
Fisher, M. Aelanski, P. (1988). The Art of Seeing. NJ: Prentice hall, Inc.
Piper, David. (2004). The Illustrated History of Art. London: Bounty Books of Octopus Publishing Group Limited.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂參與 Participation課堂參與 Participation Class Participation |
20 | 包括出席率、課堂內討論與操作練習 Attendance, Discussion & Practice |
| 期中作品與報告 Midterm Paper期中作品與報告 Midterm Paper Midterm Paper |
40 | 包括8 開實驗性作品與1頁研究報告 Experiment Artwork & Research Paper |
| 期末考試 Final Exam期末考試 Final Exam Final Exam |
40 | 測驗題：單選題 Multiple Choice |
