本課程旨在：1.幫助學生在快速變遷的環境中，自我應對/應變的心態與行動。
2.向學生明示想像力（imagination）、革新（innovation）和創意（Creativity）
能力在今日的必要性。
3.幫助學生培養依個人的專業、興趣、理念、抱負，並會配合社會的脈動能隨時調整個人生活步調的彈性人格。
This course aims to: 1. Help students to adapt/response their own mindsets and actions in a rapidly changing environment.
2. Explain imagination, innovation and creativity to students
Capacity is necessity today.
3. Help students to cultivate their personal professionalism, interests, ideas and ambitions, and cooperate with the social movements to adjust the individual's life steps at any time.
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.
1. Alvin Y. So，「Social Change and Development---Modernization, Dependency, and World-System Theories」；Sage Library of Social Research 178，Sage Publications, Inc. 1990
2. Mitra Das and Shirley Kolack, 「Technology, Values, and Society---Social Forces in TechnologicalChange」；American University Studies，Peter Lang Publishing, Inc., New York 1990
3. Malcolm Waters，「Globalization」；by Routledge in USA and Canada，New York, 1996
4. 李亦園, 「文化與行為」；二版. –台北市：臺灣商務, 民81
5. 李亦園，「人類學與現代社會」；再版 台北市：水牛，民81
1. Alvin Y. So, "Social Change and Development----Modernization, Dependency, and World-System Theories"; Sage Library of Social Research 178, Sage Publications, Inc. 1990
2. Mitra Das and Shirley Kolack, “Technology, Values, and Society---Social Forces in TechnicalChange”; American University Studies, Peter Lang Publishing, Inc., New York 1990
3. Malcolm Waters, "Globalization"; by Routledge in USA and Canada, New York, 1996
4. Li Yiyuan, "Cultural and Behavior"; Second Edition. – Taipei City: Taiwan Business, Min 81
5. Li Yiyuan, "Human Studies and Modern Society"; Reprint Taipei City: Buffalo, Nation 81
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 到課率到課率 Class Rate |
30 | 採簽到制；曠課每次扣2分，請假、遲到每次扣1分。曠課達4次者本項配分以0分計 |
| 隨堂測驗隨堂測驗 Lutang Test |
30 | 不定期實施2次，錯失者不予補考 |
| 期中考期中考 Midterm exam |
20 | 交學期報告者，可以不參加 |
| 期末考期末考 Final exam |
20 | 交學期報告者，可以不參加 |
| 學期報告學期報告 Study period report |
40 | 參加考試者，可以不交 |
