1985 年美國哈佛大學的通識核心課程，在原有的文學與藝術、科學與數學、歷史研究、社會與哲學、外國語與文化五大類中，再增加「道德思考」領域一類。日本文部省也開始討論將「道德」學科化，並納入學校的重點教育，且明確制定為「立即規劃實施要項」。這也反映了聯合國教育科學文化組織（UNESCO）在 1989 年所提出「倫理道德將是廿一世紀人類面臨的首要挑戰」的論點。
又，根據《天下雜誌》歷年來進行企業最愛大學畢業生的調查與報導，綜合整理調查的內容，可歸納出企業選擇人才的條件，除專業知識與技能外，良好的工作態度是企業覺得工作(求職)者最應具備的重要條件之一，但也是企業普遍認為現代大學畢業生所缺乏的。這樣的現象部分反映在青年失業的議題。根據國際勞工組織（International Labor Organization）統計，2013年全球十五到二十四歲的年輕人，有7450萬人失業。青年失業率13％，是全球平均失業率的兩倍。2012台灣青年失業率13.17％，這個數字還遠高於韓國青年的9.75％，與日本青年的6.7％。如何培植學生的就業力成為上至勞動部、教育部下至各學校關切的議題。因此，培植當代個人權利意識擴張，「我世代（Me Generation）」的學生，良好的職場倫理是本門課程的重點。
本課程將奠基於杜威John Dewey經驗學習(作中學)的理論基礎上，由類職場實習中訓練學生被領導、溝通、凡事徹底、問題解決、當責等素養。課程以團隊實習為主，並搭配工作坊、職場達人先身說法，並透過督導反思系統，協助學生區辨「我與組織」、人與人合作等相關議題。

配合勞作職場倫理，首重守時、作業準確、團隊合作、同理傾聽、感恩惜福等人格素養與服務的價值觀，此課程與本校校教育目標一致。本課程將以實作為主，並搭配實作之後的反思，增加學生自我覺察能力，訂定個人自我成長目標，實境問題解決之練習等。

In 1985, the general core curriculum of Harvard University in the United States added a category of "moral thinking" to the original five categories of literature and art, science and mathematics, historical research, society and philosophy, and foreign languages ​​and culture. Japan's Ministry of Education, Culture, Sports, Culture, Sports, Science and Technology has also begun discussing the subjectification of "morality" and incorporating it into key education in schools, and has clearly formulated it as an "immediate planning and implementation priority." This also reflects the argument put forward by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 1989 that "ethics will be the primary challenge facing mankind in the 21st century."
In addition, according to the surveys and reports conducted by "World Magazine" over the years on companies' favorite college graduates, and by comprehensively sorting out the survey contents, we can summarize the conditions for companies to select talents. In addition to professional knowledge and skills, a good work attitude is one of the most important conditions that companies believe job seekers should have, but it is also what companies generally believe is lacking in modern college graduates. This phenomenon is partly reflected in the issue of youth unemployment. According to statistics from the International Labor Organization, 74.5 million young people aged 15 to 24 were unemployed in the world in 2013. Youth unemployment is 13%, twice the global average. In 2012, Taiwan's youth unemployment rate was 13.17%, which is much higher than the 9.75% of Korean youth and the 6.7% of Japanese youth. How to cultivate students' employability has become a topic of concern from the Ministry of Labor and the Ministry of Education to schools. Therefore, cultivating students of the contemporary "Me Generation" with an expanded awareness of individual rights and good workplace ethics is the focus of this course.
This course will be based on John Dewey's theory of experiential learning (learning by doing), and will train students in workplace-like internships to be leaders, communicate, be thorough, problem solve, and take responsibility. The course focuses on team internships, and is paired with workshops, first-hand testimonials from workplace experts, and a supervision and reflection system to help students differentiate between "me and the organization", cooperation between people, and other related issues.

In line with workplace ethics, the emphasis is on punctuality, accuracy of assignments, teamwork, empathetic listening, gratitude and blessings and other personality qualities and service values. This course is consistent with the educational goals of our school. This course will be based on practice, with reflection after practice, to increase students' self-awareness, set personal self-growth goals, practice real-life problem solving, etc.

勞作文化、實習單位工作守則

Work culture and internship unit work rules