一、透過手塚治虫及宮崎駿之生平、作品認識動漫畫文化產業。
二、思索文化創作與社會環境之間的各種張力。
三、以日本動漫畫文化為例認識當代文化產業大眾化、全球化之發展。本課程將經由享有「漫畫之神」美譽的手塚治虫，及「國民的映畫作家」的宮崎駿兩人之生平事蹟與作品談起，梳理中當今在全球各地具有重要影響力的日本動漫文化的發展根源。也在課程中對於兩人重要的代表作品進行導覽與評論，由此看到動漫文化產業發展所需要的各種條件與所面對的挑戰。更作為厚實臺灣動漫迷文化之詮釋力的基礎。1. Understand the lives of Wuda Worm and Hayao Miyazaki, and understand the animation and cultural industry.
Second, think about various tensions between cultural creation and the social environment.
Third, take Japanese cartoon culture as an example to understand the popularization and globalization of contemporary cultural industries. This course will talk about Tezuka, who enjoys the reputation of the "God of Comics", and the life deeds and works of Miyazaki, who are "reflected by the nationals", and sort out the Japanese anime culture that has important influence around the world today. The root cause of development. In the course, we also guided and commented on the important representative works of the two people. From this to see the various conditions and challenges faced by the development of the animation cultural industry. It is also the foundation of the interpretation of the culture of Taiwan's anime fan.
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。
The general courses are different from professional courses, and they really focus on guiding students to actively care, explore and practice the ultimate value and wisdom of human beings. At the same time, the knowledge provided by general courses is not the shallowization of professional courses, but a basic knowledge with a strong sense of sense. Essence The school sets the four basic literacy of general education based on the traditional school tradition, school motto and school running concepts: seeking authenticity, belief in literacy, acting literacy and macro literacy, and specifically implement the ideal of the school's general education education. It is hoped that the students of the school can play their own spirit of self -study. Under the guidance of the general course teacher, they will gradually cultivate their basic literacy of general education and look forward to learning for life. Various basic literacy and setting specific learning effectiveness indicators to do the specific indicators of self -testing of teaching and learning results are divided into as follows: seeking authenticity (natural field): 1. Learn the method or philosophy of natural science to explore physics to explore physics The subtleness of the world of life, 2. Give full play to the spirit of the matter, 3. Can participate in public affairs related to scientific issues. Believe in literacy (humanities): 1. Learn the spirit of humanities to explore the profound value of internal self and understanding human civilization, 2. Develop the spirit of self -discipline, 3. Be able to use rationality for moral reasoning. Equality (social field): 1. Use social science methods or philosophy to stimulate students' ability to listen and communicate, 2. Acknowledge and respect diversified differences, 3. Practice the spirit of democratic review. Hongtong literacy (cross -domain): 1. Pursuing the overall value of human beings, 2. Incorporate the literacy such as the truth, faith, and practice of the literacy. Course in various fields can be selected for learning effectiveness indicators without having to stick to it.
手塚治虫 1999 《我的漫畫人生》，游珮芸譯。台北：玉山社。
Schodt, Frederik L. 1986 Manga! Manga! The World of Japanese Comics. Tokyo:Kodansha.
吉本たいまつ 2009 《おたくの起源》，東京：NTT出版。
久美薰 2008 《宮崎駿の時代 1941～2008》，東京：鳥影社。
岡田斗司夫 1996 《オタク学入門》，東京：太田出版。
宮崎駿 2008 《折り返し点 1997～2008》，東京：岩波書店。
佐佐木隆 2005 《「宮崎アニメ」祕められたメツセージ》。東京：KKベストセラーズ。
手塚治虫 1996 《手塚治虫エッセイ集》，東京：講談社。
手塚治虫 1997 《手塚治虫漫画全集別卷18 手塚治虫講演集》，東京：講談社。
手塚治虫 2000 《ぼくはマンガ家》，東京：角川書店。
Tezuka 1999 "My Comic Life", translated by You Yiyun. Taipei: Yushan Society.
Schodt, Frederik L. 1986 MANGA! Manga! The World of Japanese Comics. TOKYO: Kodansha.
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Jiu Mei Xun 2008 "Hayao Miyazaki Times 1941-2008", Tokyo: Bird Film Society.
Okada Duzhe 1996 "Getting started", Tokyo: Ota published.
Hayao Miyazaki 2008 "Folding Back Return 1997-2008", Tokyo: Iwab Bookstore.
Sasako's 2005 "Miyazaki ア ニメ" secrets. Tokyo: KK セ ス ト ズ ラ ー ズ.
Tezuka 1996 "Tezuka Jiwu エ ッ セ イ set", Tokyo: Lecture News Agency.
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Tezuka Mizuka 2000 "ン ガ》", Tokyo: Kochuan Bookstore.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平時成績平時成績 Usual grade |
30 | 出席與課堂表現 |
| 期中報告期中報告 Mid -term report |
30 | 以手塚治虫或宮崎駿生平與之作品進行解析 |
| 期末專題報告期末專題報告 Final Special Report |
40 | 分組專題報告，設想籌畫一場動漫畫展覽，提交一份展覽企劃書。 |
