生物：在生物科技深入日常生活的現代社會，學習基本的生命科學知識，把生命科學融入生活當中培養觀察思維，從而具備生物科學認知的通才。
化學：隨著時間的推演，因科技的日新月異，使得人類的生活更加便利及完善，但同時亦帶來資源的耗損及環境的破壞和污染。本課程將以化學為主軸，透過不同主題的探討，讓學生了解生活、科技與環境的關連性。
物理：提供非理工類領域的學生對於物理學基礎理論與進展應用的知識。Biology: In the modern society where biotechnology penetrates into daily life, learn basic life science knowledge, integrate life science into life and cultivate observation and thinking, and thus have the generalist knowledge of biological science.
Chemistry: With the deduction of time, due to the rapid development of technology, human life has become more convenient and perfect, but at the same time it also brings resource consumption and environmental damage and pollution. This course will focus on chemistry, and through explorations on different topics, students will understand the relationship between life, technology and the environment.
Physics: Provides students' knowledge on basic theories and development applications in physics in non-scientific and technological fields.
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.
化學：化學與社會/梁碧峰編著，台北偉明圖書有限公司，2009
物理：http://phys.thu.edu.tw/~ycchen/nature
生物：本課程以教學平台的「生命的遺傳訊息」為主及圖書館指定參考書的「自然科學概論---黃光裕」為參考。
Chemistry: Chemistry and Society/Edited by Liang Bifeng, Taipei Weiming Books Co., Ltd., 2009
Physics: http://phys.thu.edu.tw/~ycchen/nature
Biology: This course is mainly based on the "Life Message of Life" of the teaching platform and the "Natural Science Overview---Huang Guangyu" of the library designated reference book.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 生物學生物學 Biology |
35 | |
| 化學化學 Chemistry |
35 | |
| 物理學物理學 Physics |
35 |
