① 以1、二年級所培養的初中級日語為基礎，強化日語說、讀、寫、譯的各項技能，為日後順利完成專題研究做準備。
② 學習自學方法

閱讀 ⇒閱讀富邏輯論述之語言溝通、表象文化、社會文化等的相關文章。
口說 ⇒能夠針對社會、文化層面的主題表達意見／聽取意見，提出問題／回答問題，進行說明／聽取說明。

① Based on the junior-intermediate Japanese developed in the first and second grades, strengthen various skills in Japanese speaking, reading, writing, and translation, and prepare for the successful completion of special research in the future.
② Learn self-study methods

Reading ⇒Read articles related to language communication, representational culture, social culture, etc. that are rich in logical discussions.
Speaking ⇒Be able to express/listen to opinions, ask/answer questions, and explain/listen to explanations on social and cultural topics.

綜合日語（三）【綜合日語A、B、C】為承接綜合日語（一）A、B、C 與綜合日語（二）A、B、C之更上一級程度的日語學習課程。中心教材主題為與專題研究相關之表象文化領域、語言領域、溝通領域、社會領域四個領域。課程中綜合學習/練習日語聽說讀解譯五大技能。

Comprehensive Japanese (3) [Comprehensive Japanese A, B, and C] is a Japanese language learning course that takes the higher level of Comprehensive Japanese (1) A, B, and C and Comprehensive Japanese (2) A, B, and C. The themes of the central textbooks are the four fields of representational culture, language, communication and society related to thematic research. In the course, the five major skills of Japanese listening, speaking, reading and interpretation are comprehensively learned/practiced.

2016年使用のテキストは以下の通り。
1.小熊英二「東日本大震災後と日本型工業化社会」
2.温又柔「終わりの始まり」『台湾生まれ日本語育ち』白水社
3.石川良子「ひきこもりの社會的文脈」『ひきこもりの＜ゴール＞』青弓社ライブラリー
4.辻信一「スロ-フ-ド」『スロー・イズ・ビュイーティフル』平凡社

In 2016, I used のテキストは下の通り.
1. Eiji Koguma "Japanese Industrialized Society after the Great East Japan Earthquake"
2. Gentle and gentle "End of the beginning" "Taiwan born Japanese language education" Baishuishe
3. Ishikawa Ryoko "The context of society" "ひきこもりの＜ゴール＞" Aoyusha Rana
4. Tsuji Shinichi "スロ-フ-ド" "スロー・イズ・ビュイーティフル" Ordinary Society