1. 認識「文藝復興」
2. 剖析歐洲文藝復興藝術作品及其所生成的社會脈絡
3. 透過認識文藝復興時期的藝術與社會，也認識自己與自己所處的時代1. Understand the "Renaissance"
2. Analyze European Renaissance art works and the social context they generated
3. By understanding the art and society of the Renaissance, you can also understand yourself and the era you live in.
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.
Hugh Honour、John Fleming 著，吳介禎等譯：《世界藝術史》。台北：木馬文化，2001。
Erwin Panofsky 著，戚印平、范景中譯：《圖像學研究：文藝復興時期藝術的人文主題》。上海：上海三聯書店，2011。
Jacob Burckhardt 著，花亦芬譯注：《義大利文藝復興時代的文化》。台北：聯經出版事業，2007。
Peter Burke 著，劉君譯：《義大利文藝復興時期的文化與社會》。北京：東方出版社，2007。
Peter Burke 著，劉耀春譯、劉君校：《歐洲文藝復興：中心與邊緣》。北京：東方出版社，2007。
Gerard Legrand 著，董強、曹勝操、苗馨譯：《文藝復興藝術》。台北：閣林國際圖書，2002。
Rosa Maria Letts 著，錢乘旦譯：《劍橋藝術史4：文藝復興》。台北：桂冠，2000。
Peter Murray 著，蔡毓芬譯：《義大利文藝復興建築》。台北：地景，2000。
Alison Cole 著，黃珮玲譯：《義大利文藝復興的宮廷藝術》。台北：遠流，1997。
J. R. McNeill、William H. McNeill 著，張俊盛、林翠芬譯：《文明之網：無國界的人類進化史》。台北：書林出版，2007。
Baxandall, Michael, Words for Picture：Seven Paper on Renaissance Art and Criticism, New Haven : Yale University Press, 2003. （暫無中譯本）
Written by Hugh Honour and John Fleming, translated by Wu Jiezhen and others: "History of World Art". Taipei: Trojan Culture, 2001.
Written by Erwin Panofsky, translated by Qi Yinping and Fan Jingzhong: "Study of Iconology: Humanistic Themes in Renaissance Art". Shanghai: Shanghai Joint Publishing House, 2011.
Written by Jacob Burckhardt, translated and annotated by Hua Yifen: "The Culture of the Italian Renaissance". Taipei: Lianjing Publishing, 2007.
Written by Peter Burke, translated by Liu Jun: "Culture and Society in the Italian Renaissance". Beijing: Oriental Publishing House, 2007.
Written by Peter Burke, translated by Liu Yaochun and edited by Liu Jun: "European Renaissance: Center and Periphery". Beijing: Oriental Publishing House, 2007.
Written by Gerard Legrand, translated by Dong Qiang, Cao Shengcao, and Miao Xin: "Renaissance Art". Taipei: Kelin International Books, 2002.
Written by Rosa Maria Letts, translated by Qian Chengdan: "Cambridge Art History 4: The Renaissance". Taipei: Guiguan, 2000.
Written by Peter Murray, translated by Cai Yufen: "Italian Renaissance Architecture". Taipei: Landscape, 2000.
Written by Alison Cole, translated by Huang Peiling: "Court Art of the Italian Renaissance". Taipei: Yuanliu, 1997.
Written by J. R. McNeill and William H. McNeill, translated by Zhang Junsheng and Lin Cuifen: "The Web of Civilization: The History of Human Evolution Without Borders". Taipei: Shulin Publishing, 2007.
Baxandall, Michael, Words for Picture: Seven Paper on Renaissance Art and Criticism, New Haven: Yale University Press, 2003. (No Chinese translation available yet)
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課程出席及參與表現課程出席及參與表現 Course attendance and participation performance |
40 | |
| 期末考期末考 final exam |
60 |
