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).
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.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 |
