使修課同學瞭解幾何學在文明中所扮演的角色，並學習相關的幾何概念與方法。對於應用數學系的同學而言，修習本課程將有助於以宏觀的角度整合在數學專業學科所學習到的專業知識; 對於其他學系選修本課程的同學，能藉此融通過去所學數學的發展歷史與影響，並學習到數學嚴謹的思考模式與方法，亦為本課程的重要目標。而透過分組討論、學習與發表，也希望培養修課同學溝通與科學敘事的能力。Let students in the course understand what role they play in civilization, and learn about related concepts and methods. For students in the Department of Applied Mathematics, taking this course will help integrate professional knowledge learned in mathematics from a macro perspective; for students who choose this course in other departments, they can integrate the mathematics they have learned in the past. The history and influence of development, and learning the serious thinking patterns and methods of mathematics are also important goals of this course. Through discussion, learning and publishing in sub-groups, we also hope to cultivate the ability of students in the course of learning communication and scientific affairs.
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。
The general course is different from the professional course, and it actually focuses on guiding students to actively care, explore and understand the ultimate value and wisdom of human beings. At the same time, the knowledge provided by the general course is not the purity of the professional course, but the basic knowledge with a strong sense of reality. . Our school has established four basic qualities for general education based on the concept of creating school traditions, school training and management: seeking truth, trustworthiness, striving for general education, and implementing the ideal of general education in our school in a specific way. I hope that students of this school can develop the spirit of independent learning, and under the guidance of general course teachers, they will gradually cultivate their basic qualities of general education, and look forward to finally learning. Various basic ingredient cultivation and have specific learning effectiveness indicators to serve as a specific indicator for self-verification of teaching and learning effectiveness, which are divided into the following: Truth-seeking cultivation (nature field): 1. Learn the methods or philosophy of natural sciences to explore physics The subtlety of the life world, 2. Develop the spirit of doing things, 3. Be able to participate in public affairs related to scientific issues. Relief and nourishment (humanity field): 1. Learn the humanistic spirit to explore the deep value of inner self and leading human civilization, 2. Develop self-discipline spirit, 3. Be able to use rationality to conduct moral reasoning. Practice and cultivate (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Accept and respect for diversity and differences, 3. Realize the spirit of democratic review. Hongtong basic cultivation (cross-domain): 1. Pursuing the overall value of human beings, 2. Integrating truth-seeking, trustworthiness, and action in personal life. Courses in various fields can be selected across learning performance indicators without being restricted.
1. Alexander Ostermann and Gerhard Wanner: Geometry by its History. Undergraduate Texts in Mathematics, Springer 2012. （可由本校圖書館網站下載電子書）
2. John Barnes: Gems of geometry (2nd ed.). Springer 2012.（可由本校圖書館網站下載電子書）
3.William L. Hosch (ed.): The Britannica Guide to Geometry (Math Explained). Rosen Education Service 2010. （可由本校圖書館網站下載電子書）
1. Alexander Ostermann and Gerhard Wanner: Geometry by its History. Undergraduate Texts in Mathematics, Springer 2012. (Electronic books can be downloaded from the website of this school’s library)
2. John Barnes: Gems of geometry (2nd ed.). Springer 2012. (Electronic books can be downloaded from the school’s library website)
3. William L. Hosch (ed.): The Britannica Guide to Geometry (Math Explained). Rosen Education Service 2010. (Electronic books can be downloaded from the school’s library website)
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考期中考 Midterm exam |
25 | 以所講授的幾何概念與知識為主（個人成績）。 |
| 期末成果發表期末成果發表 Final results are published |
30 | 有關報告規定與製作形式將於課堂上詳細說明（小組成績）。 |
| 課堂分組報告及作業課堂分組報告及作業 Classroom sub-group report and work |
30 | 包括課前指定閱讀材料的報告以及課後應用作業等（小組成績）。 |
| 隨堂測驗及出席成績隨堂測驗及出席成績 Lutang Test and Attendance |
15 | 包括課堂小測驗及出席狀況等（個人成績）。 |
