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

翻譯 ⇒以上學期的閱讀過的文本為基礎，練習翻譯相關內容短文，掌握中日兩種語言的對應關係
寫作 ⇒以上學期的閱讀過的文本為基礎，學習書寫報告論文等類型文章時所需的句型、詞彙、文章結構、序論的寫法、引用文獻的方式、資料考察、事物的描述等。此外，也將學習有關「論文」「研究」的基本概念。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

Translation ⇒The text read in the previous period is based on the basics, practice translation of short articles related to content, and master the relationship between Chinese and Japanese languages
Writing ⇒The text read in the previous period is based on the sentence pattern, lexicon, article structure, slogans, method of writing quotations, data investigation, description of things, etc. when learning articles of type writing such as book writing reports. In addition, the basic concepts of "paper" and "research" will also be learned. 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.

1.内田樹　2008「キャンパスとメンター」『街場の教育論』
2.山本真弓、木村護郎クリストフ、臼井裕之　2004 「ひとつではない＜母のことば＞」『言語的近代を越えて　＜多言語状況＞を生きるために』
3.與那覇潤　2013「「日本人」は存在するか」『日本人はなぜそんざいするか』
4.小熊英二　2013「東日本大震災後と「日本型工業化社」」

1. Uchida Tree　2008 "キャンパスヨメンンンンンー" "Street Educational Discussion"
2. Yamamoto Maku, Kimura Oriro, Usui Yuyu　2004 "ひとつはない＜Mother　　"　Modern language is more popular than the situation of "My words"　　　　Learning from the perspective of many words>　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　� 3. In 2013 "The Japanese" は exists　　"Japanese なぜそんざいするか　
4. Eiji Xiao Xiong　2013 "After the Great East Japan Earthquake and the Japanese Industrial Chemical Society"