人類在生物界中是一個很獨特的生物。人類的出生、人類的結構、人類的成長、人類的行為、人類的老化以及人類所面臨的疾病，這些都是與我們有切身關係的問題，然而身為人類的我們，對於我們自己的身體，我們又瞭解多少呢？本課程將從生物學的角度來介紹人類的發展、每天的生活中我們的身體作了些什麼及疾病的問題。希望本課程的介紹，能夠幫助同學瞭解自己的身體，進而關心自己的身體和生命，最後，希望透過對自己的關懷而開始關懷周邊其他人的生命。Human beings are a very unique creature in the biological world. Human birth, human structure, human growth, human behavior, human aging and the diseases faced by human beings are all issues that are closely related to us. However, as human beings, we, for our own bodies, How much do we know? This course will introduce human development, what our bodies do in daily life, and disease issues from a biological perspective. I hope that the introduction of this course can help students understand their own bodies, and then care about their own bodies and lives. Finally, I hope that through caring for themselves, they can start caring for the lives of other people 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、身體裡的N個秘密 珍妮佛•艾克曼著 天下文化出版
2、人體大工廠 東方編輯小組/企劃，刁偉民/審訂，鄭佳玲/漫畫 東方出版
3、我的第一堂有趣的人體常識課 作者：韓大奎 弘大（美藝學苑社）出版
4、生命的線索 約翰.薩爾斯頓，喬琪亞.費莉/著 潘震澤，杜默/著 時報出版
5、大腦總指揮-一位神經科學家的大腦之旅 高德伯/著 洪蘭/譯 遠流出版
1. N Secrets in the Body, written by Jennifer Aikman, published by Tianxia Culture
2. Human Body Factory Oriental Editorial Team/Planning, Diao Weimin/Evaluator, Zheng Jialing/Comics Oriental Publishing
3. My first interesting human body knowledge lesson Author: Han Dakui Published by Hongdae (Art Academy)
4. Clues of Life Written by John Salston and Georgia Feili Pan Zhenze and Du Mo Published by The Times
5. The Commander-in-Chief of the Brain - A Neuroscientist’s Journey into the Brain, written by Gao Debo and translated by Hong Lan, published by Yuanliu Publishing House
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中筆試期中筆試 Mid-term written examination |
30 | |
| 期末筆試期末筆試 Final written examination |
30 | |
| 分組報告分組報告 Group report |
30 | |
| 課堂表現課堂表現 classroom performance |
10 |
