1.了解知識份子的意涵
2.反省自身追求知識的意義
3.探索理想與現實的落差與矛盾；思索人生觀
4.涵養人文精神1. Understand the meaning of intellectuals
2. Reflect on the meaning of one’s own pursuit of knowledge
3. Explore the gap and contradiction between ideal and reality; think about the outlook on life
4. Cultivate the humanistic spirit
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.
陳映真
1990《我的弟弟康雄》。臺北：人間出版社
1990《唐倩的喜劇》。臺北：人間出版社
魯迅2005《魯迅小說全編》。北京工業大學
林賽˙沃斯特 2008《希望的敵人：不發表則滅亡如何導致學術的衰落》。北京：商務印書館
杜斯妥也夫斯基 2004《卡拉馬助夫兄弟們》。台北：志文出版社
屠格涅夫 2000《父與子》。台北：桂冠出版社
Brooks, David 2001《BOBO族：新社會精英的崛起》。臺北：遠流出版社
Furedi, Frank 2006《知識份子都到哪裡去了》。臺北：聯經出版社
鍾明宏 2014《1946被遺忘的臺籍青年》。臺北：沐風
Chen Yingzhen
1990 "My Brother Kangxiong". Taipei: Renjian Publishing House
1990 "Tang Qian's Comedy". Taipei: Renjian Publishing House
Lu Xun 2005 "The Complete Novels of Lu Xun". Beijing University of Technology
Lindsay Worster 2008 Enemies of Hope: How Publish or Perish Contributes to the Decline of Scholarship. Beijing: The Commercial Press
Dostoevsky 2004 "The Brothers Karamazov". Taipei: Zhiwen Publishing House
Turgenev 2000 "Fathers and Sons". Taipei: Laurel Press
Brooks, David 2001 BOBOs: The Rise of a New Social Elite. Taipei: Yuanliu Publishing House
Furedi, Frank 2006 Where Have All the Intellectuals Gone? Taipei: Lianjing Publishing House
Zhong Minghong 2014 "The Forgotten Taiwanese Youth of 1946". Taipei: Mu Feng
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 上課參與上課參與 Participate in class |
25 | 包括出席情況與議題討論積極程度 |
| 課堂報告課堂報告 class report |
30 | 就每週指定教材內容，進行小組報告並引導問題討論 |
| 閱讀摘要閱讀摘要 Read summary |
20 | 每次上課前需交指定教材的摘要或心得 |
| 期末報告期末報告 Final report |
25 | 學期報告，由教師指定主題 |
