本課程希望透過閱讀著作，並實際觀察日常生活的運作，讓同學更加
敏銳地反思正常/不正常的區分是如何由互動中的雙(多)方共同演出，缺一
不可。這當然不是要去區分受害者/加害者，而是期待同學更具反思性、更
具開放性的看待社會差異性，更具批判性的檢視影響充斥現代生活的社會
機構。This course hopes to read books and actually observe the movements of daily life so that students can learn more
Reflecting on how normal/abnormal segments are performed together by two (multiple) parties in the interaction, missing one
No. Of course, this is not about dividing victims/perpetrators, but about looking forward to students being more reflective and more
A more critical view of social differences is an open mind, and a society that is filled with modern life
Institution.
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.
建議電影及書籍(同學可另行選擇相關的電影及書籍)
小說：《海峽之光》(作者：十仁成)、《他人的臉》(作者：安部公房)
電影：《刺激1995》(1994)、《飛越杜鵑窩》(1975)、《靈界線》(2006)
Recommend movies and books (students can choose related movies and books separately)
Novels: "The Light of the Sea" (author: Shi Rencheng), "Others' Faces" (author: Anbu Public Housing)
Movies: "Stimulation 1995" (1994), "Flying Dura" (1975), "Ling of the Spirit" (2006)
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考期中考 Midterm exam |
25 | |
| 期末考期末考 Final exam |
25 | |
| 上課出缺席及參與上課出缺席及參與 Absent from class and participation |
20 | |
| 分組報告分組報告 Sub-group report |
30 |
