一、 重視同學內在與社會外在的互動連結，本門課程透過多元文化比較觀點為授課方式
二、 透過影片建立同學整體法律架構基本認識，以使未來易於進入性別法律課程，主要性別議題：1.婚姻與性別的常軌、2.懷孕控制、3.同性戀、4情慾藝術、色情出版物與裸體、5.性侵害、6.性騷擾等。
三、 透過介紹西方異時代異文化的性別歷史與法規範，以及中國舊法及現今台灣對性別方面的法規範，以呈現中西不同的性別價值觀，藉此使同學瞭解中西方之異同
四、 據此透過多元文化觀點連結目前社會一般人或媒體對性別議題所傳達訊息及法律實際案例的處理，讓同學檢驗自己在性別相關議題上之價值觀是否受到社會刻板化印象影響
五、 己身權益遭受侵害時，行動上應如何因應以及如何救濟
六、 不定期邀請專家演講，以性別議題為主，分別討論人際溝通或法實務界運作情形等，以擴增本門課程思考廣度。
七、 因應資訊網路社會的來臨，與資訊相關之性別法律解析介紹1. Paying attention to the interactive connection between students' inner and outer society, this course uses a multicultural comparative perspective as a teaching method
2. Establish students’ basic understanding of the overall legal structure through videos so that they can easily enter gender law courses in the future. Main gender issues: 1. Marriage and gender norms, 2. Pregnancy control, 3. Homosexuality, 4. Erotic art, pornographic publications and Nudity, 5. Sexual assault, 6. Sexual harassment, etc.
3. By introducing the gender history and legal norms of different eras and cultures in the West, as well as the old Chinese laws and the legal norms on gender in Taiwan today, the different gender values in China and the West are presented, so that students can understand the similarities and differences between China and the West.
4. Based on this, connect the current messages conveyed by ordinary people or the media on gender issues and the handling of legal cases through multicultural perspectives, allowing students to examine whether their own values on gender-related issues are affected by social stereotypes.
5. When your personal rights and interests are infringed, how to respond and how to provide relief
6. Experts are invited to give lectures from time to time, focusing on gender issues and discussing interpersonal communication or the operation of the legal practice community to expand the breadth of thinking in this course.
7. In response to the advent of the information network society, an analysis of gender laws related to information
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.
一、 李太正、王海南、法治斌、陳連順、黃源盛、嚴厥安，法學入門，元照出版，2006.06
二、 Richard A. Posner，性與理性（上）（下），桂冠出版，2002.06。
三、 瞿同祖，中國法律與中國社會，里仁出版，1994.10。
四、 何勤華，外國法制史，韋伯文化出版，2004.01。
1. Li Taizheng, Wang Hainan, Fa Zhibin, Chen Lianshun, Huang Yuansheng, Yan Jue'an, Introduction to Law, Yuanzhao Publishing, 2006.06
2. Richard A. Posner, Sex and Reason (Part 1) (Part 2), Laurel Publishing, 2002.06.
3. Qu Tongzu, Chinese Law and Chinese Society, Liren Publishing, 1994.10.
4. He Qinhua, History of Foreign Legal Systems, Weber Culture Publishing, 2004.01.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期末分組報告期末分組報告 End-of-period group report |
40 | 以組(整體報告表現)及個人(組員各自負責部分)為單位評分，評分項目包括書面及口頭報告兩部分。 |
| 課堂表現課堂表現 Classroom performance |
30 | 出席次數計分 |
| 回家作業回家作業 Homework |
30 | 以組(結論)及個人(訪問)為單位評分 |
