一、課程目標：
1.視情況補充能訓練英文閱讀能力的中國相關報導，學生除了能在課堂上認識中國崛起的各種因素，也能培養學生對相關知識的興趣，進而引起應用資訊工具自學的動機。
2.了解西方中心主義觀點及線性思考模式非普世準則，使學生能夠從中國發展脈絡上尋求自身利基點並結合在學時就讀科系之專業能力，以強化畢業後到中國投資或就業時的專業職能、創新與整合能力。
3.培養分析中國經濟發展背後政治、社會因素，及其對全球經濟重構效應的思辨能力，避免僅以西方經濟學或管理學理論做為爾後在中國投資或就業時唯一的行動準則。
4.要求學生分組進行中國與全球共構下經濟變化對未來就業產生影響之分析報告，在完成分組報告的過程中培養團隊合作能力，並於期末時上台發表以訓練溝通表達能力。
二、教師個別性目標：
1.了解並分析中國經濟發展背後的政治及社會因素，及其對全球經濟的重構效應（認知：包含基本知識與應用、理解與分析能力）。
2.畢業後到中國投資或就業時，能夠從中國本身脈絡的基礎上尋找利基點（技能）。
3.避免僅以西方經濟學或管理學理論做為爾後在中國投資或就業時唯一的行動準則(行為）。
4.學生能感受到中國與全球共構下的經濟變化，對日常生活及就業所產生的影響(情意)。
5.西方中心主義觀點及線性思考模式非普世準則，能從在地觀點了解中國經濟發展（後設認知結果）。1. Course objectives:
1. According to the situation, students can not only understand the various factors of China's rise in the classroom, but also cultivate students' interest in related knowledge, thereby causing the automatic application of information tools.
2. Understand the Western centralism and linear thinking patterns that are not universal, so that students can seek their own niche points from the perspective of China's development policy and combine their professional ability to study at the time of study to enhance their investment or employment in China after graduation. professional ability, innovation and integration capabilities.
3. Cultivate and analyze the political and social factors behind China's economic development and their thinking ability to respond to global economic structural effectiveness, and avoid using Western economic or management theory as the only action standard when investing or employed in China afterwards.
4. Students are required to conduct an analytical report on the impact of economic changes under China and the global community on future employment, cultivate team cooperation capabilities in the process of completing the sub-group report, and go to the stage to publish at the end of the period to train communication and expression capabilities.
2. Teachers’ individual goals:
1. Understand and analyze the political and social factors behind China's economic development, and their structural effectiveness on global economy (knowledge: including basic knowledge and application, understanding and analytical capabilities).
2. When you go to China to invest or work after graduation, you can find niche points (skills) from the basis of China's own constraints.
3. Avoid using Western economics or management theories as the only action criteria (behavior) when investing or engaging in China after the rest of the year.
4. Students can feel the impact of economic changes under the common structure of China and the world (emotionality) on daily life and employment.
5. Western centralism perspectives and linear thinking patterns are not universal standards, and can understand China's economic development from local perspectives (later to identify the results of knowledge).
1.自編講義。
2.影片：《激盪三十年》；《激流中國》；《中國改革開放》。
1. Self-editing.
2. Video: "Thirty Years of Strongness"; "Torrent China"; "China's Reform and Opening Up".
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考試期中考試 Midterm exam |
30 | 申論題(開書考) |
| 期末考試期末考試 Final exam |
30 | 申論題(開書考) |
| 分組報告及出席討論分組報告及出席討論 Sub-group report and attendance discussion |
40 | 含書面、口頭報告及出席率成績 |
