1. 了解文化的多樣性有助於形成社區和身分認同
2. 教導學生把了解自我當成「文化」（傳統、理念、價值）的產物和參與者
3. 能令學生熟悉與他們學術領域其中有關文化重要的概念和成為專題的原因，以及含有他們個人與社會、專業、未來職業之間相互角力的意涵
4. 拓展學生们的胸襟與眼界，了解有關價值而引起的衝突都來自不同的根源，包括文化種種的差異、宗教信仰的差別、各種社會經濟的差異以即刻學技術發展的衝擊
5. 幫助學生了解文化整體性的重要及建立個人特有的文化觀
6. 培養學生觀察及解析周遭社會生活的能力與興趣1. Understanding cultural diversity helps form community and identity
2. Teach students to understand themselves as products and participants of “culture” (traditions, ideas, values)
3. Enable students to become familiar with important concepts related to culture in their academic fields and the reasons for the topic, as well as the implications of the struggle between themselves and society, professions and future careers.
4. Expand students' minds and horizons, and understand that conflicts caused by values come from different sources, including cultural differences, religious beliefs, various socioeconomic differences, and the impact of technological development.
5. Help students understand the importance of cultural integrity and establish their own unique cultural outlook
6. Cultivate students’ ability and interest in observing and analyzing social life around them
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.
1. Conrad Phillip Kottak，「Anthropology：The Exploration of Human Diversity」11th Edition，University of Michigan. McGraw Hill Companies, Inc., 2006
2. 徐雨村 譯, 謝繼昌 校訂自Conrad Phillip Kottak，「Cultural Anthropology：文化人類學---文化多樣性的探索」原著；初版.—台北市：麥格羅希爾出版；台北縣：桂冠圖書發行, 2005「民94」
1. Conrad Phillip Kottak, "Anthropology: The Exploration of Human Diversity" 11th Edition, University of Michigan. McGraw Hill Companies, Inc., 2006
2. Translated by Xu Yucun, edited by Xie Jichang from the original work of Conrad Phillip Kottak, "Cultural Anthropology: Cultural Anthropology---The Exploration of Cultural Diversity"; first edition.—Taipei City: McGraw-Hill Publishing; Taipei County: Laurel Books , 2005 "Chinese People 94"
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 到課率到課率 class attendance rate |
30 | 採簽到方式；曠課每次扣2分，曠課4次該項配分以0分計；遲到、請假每次扣1分。 |
| 隨堂測驗隨堂測驗 Quiz in class |
30 | 至少2次，每次15%。如錯過不補考 |
| 期中考期中考 midterm exam |
20 | 選擇交學期報告者，可不參加 |
| 期末考期末考 final exam |
20 | 選擇交學期報告者，可不參加 |
| 學期報告學期報告 term report |
40 | 選擇各例行考試者，可不需交報告 |
