本課程採專題討論方式進行，前半部偏向台灣電影美學理論及台灣文學史導覽，以播放多部影片片段方式進行交叉分析與比較；後半部則以分組報告互動方式，進行文字與影像在改編與詮釋之間異與同的深度論辯，同時訓練同學以文字表達個人意見的評論能力。期許本課程能開闊學生眼界，培養多面向的閱讀、鑑賞與獨立思考能力。This course is conducted in the form of a topical discussion. The first half focuses on the theory of Taiwanese film aesthetics and the history of Taiwanese literature, with multiple film clips played for cross-analysis and comparison. The second half uses group reports and interactive methods to adapt texts and images. In-depth debate on the differences and similarities between interpretations, and at the same time training students' critical ability to express their personal opinions in words. It is hoped that this course can broaden students' horizons and cultivate multi-faceted reading, appreciation and independent thinking abilities.
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.
張恆豪編。《愛、理想與淚光：文學電影與土地的故事》。台北：遠景，2010。
葉石濤。《台灣文學史綱註解版》。高雄：春暉出版社，2010。
彭瑞金。《台灣新文學史運動40年》。高雄：春暉出版社，1997。
Edited by Zhang Henghao. "Love, Ideals and Tears: Stories of Literature, Film and Land". Taipei: Vision, 2010.
Ye Shitao. "Annotated Edition of the Compendium of Taiwan Literary History". Kaohsiung: Chunhui Publishing House, 2010.
Peng Ruijin. "Taiwan's New Literary History Movement 40 Years". Kaohsiung: Chunhui Publishing House, 1997.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中分組ppt口頭報告期中分組ppt口頭報告 Midterm group ppt oral report |
30 | |
| 期末個人紙筆測驗期末個人紙筆測驗 Final individual paper and pencil test |
30 | |
| 期末個人紙本作業期末個人紙本作業 Final personal paper assignment |
30 | |
| 課堂表現課堂表現 Classroom performance |
10 |
