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. Supplement relevant reports on China that can train English reading ability as appropriate. In addition to understanding various factors of China's rise in class, students can also cultivate their interest in related knowledge, thereby stimulating their motivation to apply information tools for self-study.
2. Understand that Western-centric views and linear thinking models are not universal principles, so that students can seek their own niche in China's development context and combine them with the professional abilities of the departments studied during school to strengthen their investment or employment in China after graduation. professional functions, innovation and integration capabilities.
3. Cultivate the ability to analyze the political and social factors behind China's economic development and its effects on the restructuring of the global economy, and avoid relying solely on Western economics or management theories as the only guideline for future investment or employment in China.
4. Students are required to work in groups to conduct an analysis report on the impact of economic changes on future employment under the co-construction of China and the world. They will develop teamwork skills in the process of completing the group reports and present them on stage at the end of the semester to train their communication and expression skills.
2. Teachers’ individual goals:
1. Understand and analyze the political and social factors behind China's economic development and its restructuring effect on the global economy (cognition: including basic knowledge and application, understanding and analysis skills).
2. When investing or working in China after graduation, you can find niche points (skills) based on China’s own context.
3. Avoid using Western economics or management theory as the only guideline for future investment or employment in China.
4. Students can feel the impact of economic changes in China and the world on daily life and employment (affection).
5. Western-centric viewpoints and linear thinking models are not universal standards, and China's economic development can be understood from a local perspective (meta-cognitive results).
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 a spirit of self-discipline, 3. Be able to use reason 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.
1.自編講義。
2.影片：《激盪三十年》；《激流中國》；《中國改革開放》。
1. Prepare your own handouts.
2. Films: "Thirty Years of Turmoil"; "Rush 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 Group reports and attendance at discussions |
40 | 含書面、口頭報告及出席率成績 |
