1. Many of us derive inspirations from observations of animal behaviors: from the cooperation behavior of the ants, the dance of the bees, the “imprinted” conditioning of baby goose, to the echolocation abilities of the dolphins and bats. In this course, we will explore how scientists study animal behavior, including resource acquisition; avoiding predators; mate choice and reproduction; cues, signals and communication; parental care and social behavior.
2. We will also talk about how the genes and behavior interact with the environment and how the behavior is influenced by the evolutionary forces of natural and sexual selection.
3. We will talk about the brain and the physiological mechanisms behind the behavior and discuss the current research in brain and neuroscience on animal behavior.
4. The goal of this course is to help the students understand the concepts and the mechanisms in biological evolution, and how that influences development of animals behavior. By understand the development and the function of the animal behaviors, we might be able to explain human behavior.
1. 我們時常從觀察野生動物的行為中得到靈感：從螞蟻的合作行為，蜜蜂的舞蹈，小鵝的銘印制約行為，到海豚及蝙蝠的回聲定位。本課程中我們將探討關於動物行為的科學研究，包括：食物的取得、躲避天敵、求偶以及生殖、生物訊息及溝通、育幼以及社會行為等。
2. 我們將討論基因與行為是如何和環境產生互動，以及動物行為是如何受到演化（天擇、性擇）力量的影響。
3. 我們也將探討大腦與動物行為背後的生理機制，以及目前神經科學在動物行為方面的研究。
4. 本課的目的在幫助學生了解生物演化的觀念及其機制，以及演化動力如何形塑動物行為。盼能藉由了解動物行為的發展與成因來解釋人類的行為。1. Many of us derive inspirations from observations of animal behaviors: from the cooperation behavior of the ants, the dance of the bees, the “imprinted” conditioning of baby goose, to the echolocation abilities of the dolphins and bats. In this course, we will explore how scientists study animal behavior, including resource acquisition; avoiding predators; mate choice and reproduction; cues, signals and communication; parental care and social behavior.
2. We will also talk about how the genes and behavior interact with the environment and how the behavior is influenced by the evolutionary forces of natural and sexual selection.
3. We will talk about the brain and the physical mechanisms behind the behavior and discuss the current research in brain and neuroscience on animal behavior.
4. The goal of this course is to help the students understand the concepts and the mechanisms in biological evolution, and how that influences development of animals behavior. By understanding the development and the function of the animal behaviors, we might be able to explain human behavior.
1. We often get a sense of spirit from observing the behavior of wild animals: from the cooperative behavior of the worm, the dance of bees, the printing of the horns, to the sound positioning of dolphins and bats. In this course, we will explore scientific research on animal behavior, including: food acquisition, avoiding enemies, courtship and reproduction, biological information and communication, childbirth and social behavior.
2. We will discuss how genes and behaviors interact with the environment, and how animal behaviors are affected by the forces of evolution (humanity, sexuality).
3. We will also explore the physiological mechanisms behind brain and animal behavior, as well as the current neuroscience research on animal behavior.
4. The purpose of this course is to help students understand the concepts and mechanisms of biological evolution, and how evolutionary forces shape animal behavior. I hope to explain human behavior by understanding the development and causes of animal behavior.
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 course is different from the professional course, and it focuses on guiding students to actively care, explore and understand the ultimate value and wisdom of human beings. At the same time, the knowledge provided by the general course is not the purity of the professional course, but the basic knowledge with a strong sense of reality. Our school has established four basic qualities for general education based on the concept of creating school traditions, school training and management: seeking truth, trustworthiness, striving for general education, and implementing the ideal of general education in our school in a specific way. I hope that students of this school can develop the spirit of independent learning, and under the guidance of general course teachers, they will gradually cultivate their basic qualities of general education, and look forward to finally learning. Various basic qualities are cultivated and have specific indicators for self-verification of teaching and learning results. They are divided into the following: Truth-seeking and nourishing (nature domain): 1. Learn the methods or philosophy of natural sciences to explore the subtleties of physics and the world of life, 2. Develop the spirit of doing things, 3. Be able to participate in public affairs related to scientific topics. Relief and nourishment (humanity field): 1. Learn the humanistic spirit to explore the deep value of inner self and leading human civilization, 2. Develop self-discipline spirit, 3. Be able to use rationality to conduct moral reasoning. Practice and cultivate (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Accept and respect for diversity and differences, 3. Realize the spirit of democratic review. Hongtong basic cultivation (cross-domain): 1. Pursuing the overall value of human beings, 2. Integrating truth-seeking, trustworthiness, and action in personal life. Courses in various fields can be selected across learning performance indicators without being restricted.
1. Animal Talk: breaking the codes of animal language，《動物密碼：從動物行為看動物溝通》，
Tim Friend 著，林劭貞、劉守儀譯，商周，2006
2. King Solomon's Ring《所羅門王的指環》，Konrad Lorenz 著，天下文化, 2007
3. Animal Behavior: An Evolutionary Approach, Tenth Edition, John Alcock著，Sinauer Associates,
Inc.; 2013
4. Perspectives on Animal Behavior, J. Goodenough, B. McGuire & E. Jakob Wiley, 著3rd edition 2009
1. Animal Talk: breaking the codes of animal language, "Animal Password: Viewing Animal Communication from Animal Behavior",
By Tim Friend, translated by Lin Shaoqian and Liu Shouyan, Shang and Zhou dynasties, 2006
2. King Solomon's Ring "The Fingering of King Solomon", by Konrad Lorenz, World Culture, 2007
3. Animal Behavior: An Evolutionary Approach, Tenth Edition, John Alcock, Sinauer Associates,
Inc.; 2013
4. Perspectives on Animal Behavior, J. Goodenough, B. McGuire & E. Jakob Wiley, 3rd edition 2009
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| Written Report 個人報告Written Report 個人報告 Written Report Personal Report |
20 | free choice of topic that is related to our class 個人報告題目自訂(題目需與課程相關） |
| Group Presentation 分組報告Group Presentation 分組報告 Group Presentation Sub-group Report |
30 | including oral presentation and a written essay 含口頭報告及文字報告 |
| Discussion 課堂討論Discussion 課堂討論 Discussion Class Discussion |
15 | in class group discussion 課堂分組討論 |
| Attendance 出席Attendance 出席 Attendance |
5 | attendance |
| Final Exam 期末考Final Exam 期末考 Final Exam |
30 | Final Exam |
