隨著人類文明的進展，疾病亦隨之變化。農業及畜牧業的發展讓人類定居及人口增加，成為微生物 (細菌、病毒、真菌、寄生蟲) 繁殖的溫床，繼而引發致命的瘟疫，再隨著貿易、旅行與殖民，更助長傳染病的全球散播。本課程的目標是介紹微生物的特性及其致病機制，並以對人類歷史造成劇烈衝擊的傳染病為例，討論發生的時代、傷亡的情形、防疫的措施、社會的影響等，藉以瞭解人類與微生物的長期戰鬥故事。邁入二十世紀後，抗生素及疫苗的發明逐漸使自古以來的傳染病得到控制，人類的壽命亦增長一倍。但由於活動範圍的擴展及生態環境的變化等因素，「新興」傳染病，如愛滋病、禽流感、SARS、伊波拉病毒等卻不斷爆發。除此之外，長壽伴隨著病變的累積，使癌症及阿滋海默症大幅增加。而近幾十年以來，食物攝取不當及機械替代勞力造成人類的肥胖，引發血壓、血脂、血糖三高的代謝症候群，成為二十一世紀的重要疾病。本課程的另一目標則是引導同學以跨領域的角度，瞭解疾病隨著人類的生活方式與文明發展而相互影響。With the progress of human civilization, diseases have also changed. The development of agriculture and animal husbandry has enabled human settlement and population to increase, becoming a temperature bed for microorganisms (bacteria, virus, fungi, parasitic cervix) to reproduce, leading to a deadly plague, and with trade, travel and colonization, it will further contribute to the global infection of diseases. spread. The purpose of this course is to introduce the characteristics of microorganisms and their pathogenic mechanisms, and to use infectious diseases that have caused severe impacts on human history as an example, discussing the occurrence era, the situation of death, epidemic prevention measures, and social impacts, etc., to understand humans A long-term battle story with microorganisms. After entering the 20th century, the invention of antibiotics and vaccines has gradually brought control of infectious diseases since ancient times, and human life has also doubled. However, due to factors such as the expansion of the activity scope and the changes in the ecological environment, "New" infections, such as AIDS, avian influenza, SARS, Ebola virus, etc., have been constantly breaking out. In addition, long-term poverty accompanied by the accumulation of disease has greatly increased cancer and Alzheimer's disease. In the past few decades, improper food intake and mechanical substitution have caused obesity in humans, causing thyroid syndromes of three highs in blood pressure, blood lipids and blood sugar, becoming an important disease in the 21st century. Another goal of this course is to guide students to understand that diseases affect each other from a cross-domain perspective, as well as human lifestyle and civilization development.
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.《槍砲、病菌與鋼鐵》(Guns, Germs, and Steel), Jared Diamond 著，1997。王道還、廖月娟譯，時報文化，1998。
2.《人類與瘟疫的故事》張浚、趙少欽著，新視野圖書出版公司，2006。
3.《病毒的故事》徐明達著，天下雜誌股份有限公司，2003。
4.《細菌的世界》徐明達著，二魚文化事業有限公司，2012。
5.《最衰者生存》(Survival of the Sickest), Sharon Moalem 著，2007。陳芝儀譯，天下遠見出版股份有限公司，2007。
6.《瘟疫》(The Plague, 1947), Albert Camus著，1947。周行之譯，新潮文庫，1969。
7.《疾病的隱喻》(Illness as Metaphor), Susan Sontag著，1977。程巍譯，麥田出版，2012。
1. "Guns, Germs, and Steel" (Guns, Germs, and Steel), Jared Diamond, 1997. Wang Daoyan, Liao Yuejuan, Times Culture, 1998.
2. "The Story of Human and the Plague" by Zhang Jun and Zhao Shaoqing, New Vision Book Publishing Company, 2006.
3. "The Story of the Virus" by Xu Mingda, World Magazine Co., Ltd., 2003.
4. "The World of Bacteria" by Xu Mingda, Eryu Culture Industry Co., Ltd., 2012.
5. Survival of the Sickest, Sharon Moalem, 2007. Chen Zhiyan, Tianxia Far Publishing Co., Ltd., 2007.
6. The Plague (1947), by Albert Camus, 1947. The translation of Zhou Xing, Xinchao Wenkuan, 1969.
7. "Illness as Metaphor", by Susan Sontag, 1977. Cheng Weilu, Published by Maitian, 2012.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 準時出席及課堂參與準時出席及課堂參與 Attendance and class attendance at a time |
20 | 不假缺席一次扣總成績5分 |
| 作業作業 Action |
20 | 缺繳一次扣總成績5分 |
| 期中考 (個別報告)期中考 (個別報告) Midterm exam (single report) |
20 | 不可請假 |
| 期末考 (分組報告)期末考 (分組報告) Final exam (partition report) |
40 | 不可請假 |
