一、介紹東亞及東南亞國家的整體背景，讓同學熟悉當代東亞及東南亞區域政治、經濟、安全領域的重要議題。
二、讓同學具備討論東亞與東南亞區域議題的分析能力。
三、進而促進同學思考台灣與東亞、東南亞週邊國家之關係。1. Introduce the overall background of East Asia and Southeast Asian countries to familiarize students with important issues in the political, economic, and security fields of contemporary East and Southeast Asia.
2. To equip students with the analytical ability to discuss regional issues in East Asia and Southeast Asia.
3. To further encourage students to think about the relationship between Taiwan and neighboring countries in East Asia and Southeast Asia.
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.
蔡東杰，2013，《東亞區域發展的政治經濟學》，第二版，(臺北：五南)
李盈慧、王宏仁、林開忠、陳佩修、龔宜君、李美賢、嚴智宏，2008，《東南亞概論：臺灣的視角》，第二版，(臺北：五南)
徐斯勤，2011，《東亞區域經濟整合與ECFA效應：臺韓商大陸市場競合與挑戰》，(臺北：印刻)
張心怡，2011《相對獲益與絕對獲益觀點下的東亞經濟合作》，(臺北：五南)
宋鎮照等，2011，《當代中國的東亞外交策略與關係：區域霸權興起？》，(臺北：五南)
Cai Dongjie, 2013, "The Political Economy of Regional Development in East Asia", second edition, (Taipei: Wunan)
Li Yinghui, Wang Hongren, Lin Kaizhong, Chen Peixiu, Gong Yijun, Li Meixian, Yan Zhihong, 2008, "Introduction to Southeast Asia: Taiwan's Perspective", second edition, (Taipei: Wunan)
Xu Siqin, 2011, "East Asia Regional Economic Integration and ECFA Effect: Competition and Challenges in Taiwan-Korea Business Mainland Market", (Taipei: Yinke)
Zhang Xinyi, 2011 "East Asia Economic Cooperation from the Perspective of Relative Benefits and Absolute Benefits", (Taipei: Wunan)
Song Zhenzhao et al., 2011, "Contemporary China's Diplomatic Strategy and Relations in East Asia: The Rise of Regional Hegemony? 》, (Taipei: Wunan)
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 時事報告(含口頭及書面報告)時事報告(含口頭及書面報告) Current affairs reports (including oral and written reports) |
20 | |
| 分組報告分組報告 Group report |
50 | |
| 課堂參與討論課堂參與討論 Participate in class discussions |
30 |
