本系列課程之宗旨在於培育科學背景學生科學傳播的概念、理論與實務，俾使他日於推展科學工作需要時，可運用所習之科學傳播知能，有效地運用媒體通路，與社會各方進行溝通，成為科學知識之喉舌。The purpose of this series of courses is to cultivate the concepts, theories and practices of science communication for students with a scientific background, so that when needed to promote scientific work in the future, they can use the science communication knowledge they have learned to effectively use media channels to communicate with all parties in society. Communicate and become the mouthpiece of scientific knowledge.
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.
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呂孟娟（譯）（2010）。夢想綠社區：營造你的永續生活（原作者：S. James and T.Lahti）。臺北：山岳出版社。
李永展（2000）。永續發展：大地反撲的省思。台北：巨流出版社。
李永展、李欽漢（譯）（2000）。生態足跡（原作者：M. Wackernagel and W. E. Rees）。臺北：創興出版社。
陳泰然（2012）。氣候變遷對臺灣總體安全之衝擊。臺北：國立臺灣大學出版中心。
楊玉齡（譯）（2002）。生物圈的未來（原作者：E. O.Wilson）。臺北：天下文化出版公司。
楊瑞祺（譯）（2011）。以實證為基礎的健康照護與公共衛生（原作者：M. Gray）。臺北：臺灣愛思唯爾。
葉欣誠（2006）。地球暖化，怎麼辦？：請看「京都議定書」的退燒妙方?臺北：新自然主義。
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鄭棨元、陳慧慈（譯）（2005）。最新文化全球化（原作者：J. Tomlinson）。臺北：韋伯文化。
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Wu Yanyi (trans.) (2010). Why carbon? Carbon Civilization and Carbon Destruction (Original author: E. Roston). Taipei: Owl Press.
Lu Mengjuan (translated) (2010). Dream Green Community: Create your sustainable life (original author: S. James and T.Lahti). Taipei: Shanyue Publishing House.
Li Yongzhan (2000). Sustainable Development: Reflections on the Earth Strikes Back. Taipei: Juliu Publishing House.
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Chen, Tairan (2012). The impact of climate change on Taiwan’s overall security. Taipei: National Taiwan University Publishing Center.
Yang Yuling (translated) (2002). The future of the biosphere (original author: E. O. Wilson). Taipei: Tianxia Culture Publishing Co., Ltd.
Yang Ruiqi (trans.) (2011). Evidence-based health care and public health (original author: M. Gray). Taipei: Elsevier Taiwan.
Ye, Xincheng (2006). Global warming, what to do? : Please see the "Kyoto Protocol" for fever-reducing tips? Taipei: New Naturalism.
Cai Chengzhi (trans.) (2011). Physics Lessons for Future Presidents: The Science Behind Terrorism, the Energy Crisis, Nuclear Safety, the Space Race, and Global Warming (original author: R. A. Muller). Taipei: Wanderer Culture.
Zheng Jiyuan and Chen Huici (translated) (2005). The latest cultural globalization (original author: J. Tomlinson). Taipei: Weber Culture.
Wei Guoyan, Xu Huangxiong (1999). Introduction to global environmental change. Taipei: Shiying Publishing House.
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status and potential business opportunities in Taiwan (original author: C. Goodall). Taipei: Big is culture.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席紀錄出席紀錄 Attendance record |
10 | 全學期點名五次，不接受補點，超過三次點名不到者，該分數不予計分。 |
| 課堂筆記課堂筆記 Class Notes |
15 | 每週課後繳交上課心得，字數150-200 字左右，原稿會掃描並留存，以電子 檔寄回給同學並公布課堂筆記內容於中區跨校教學平台。字跡請工整，如潦 草無法辨識，該次則不予計分。 |
| 作業評量作業評量 Homework Assessment |
75 | 作業一、能源議題報告。 作業二、公衛議題報告。 作業三、環境議題報告。 |
