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 high school Japanese culture cultivated in grade 1 and 2, strengthen the various skills of Japanese speaking, reading, writing and translation, and prepare for the successful completion of topic research in the future.
② Learning the method of self-learning

Read ⇒Read related articles about language communication, representational culture, social culture, etc. in rich logical discussions.
Speaking ⇒ Be able to express your opinions/listen opinions on social and cultural topics, ask questions/reply questions, and provide explanations/listen explanations.

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 (III) [Comprehensive Japanese A, B, C] is a Japanese learning course that leads to the next level of comprehensive Japanese (I) A, B, C and comprehensive Japanese (II) A, B, and C. The theme of the central textbook is about four areas: the representational culture field, the language field, the communication field, and the social field related to the topic research. In the course, we will learn/practice the five major skills of Japanese listening and interpretation.

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, it will be used below.
1. Eiji Bear "After the Great East Japan Earthquake and Japan-type industrialized society"
2. Wen Youruo "Finishing" "Taiwanese Chinese Japanese Chinese Educator" Baishui Club
3. Ishikawa Ryoko "The Society's Literature" 『ひきこももりの＜ゴール＞』』 Qinggongshe 〩イブラリー
4. Tsuji Nobuichi "スロ-フ-ド" 『』』』』』』』』』』』』』