本課程乃是通識社會科學的選修課程。其內容主要在探討民主憲政體制下（不論是總統制，議會制抑或是半總統制），國會（立法機關）必然是政府權力中心的事實。在民主憲政體制下，法律必須由民選的國會所制定，國會藉由法律的制定，為整個社會做權威性的價值分配，因此民主政治的統治必須以贏得國會的多數支持為前提。不過，國會雖然具有立法的權力，而其如何立法則需視國會內部的結構(structure)，以及國會與其他政治機構(political institutions)之間的互動關係而定。基本上，國會的立法過程(legislative process)乃是政治過程(political process)的一環。本課程旨在介紹國會內部的結構，並說明影響國會立法的政治因素，以期學生具備相關的政治知識，決策分析，協商與領導的能力。This course is an elective course for general social sciences. The content is mainly to discuss the democratic constitutional system (whether the presidential system, the parliamentary system or the semi -presidential system), the parliamentary (legislature) must be the fact that the government power center must be. Under the democratic constitutional system, the law must be formulated by the elected parliament. The formulation of Congress through the formulation of the law to allocate authoritative value distribution for the entire society. Therefore, the rule of democratic politics must be based on the majority of Congress support. However, although Congress has the power of legislation, how to legislative depends on the interactive relationship between Congress and other political institutions and other political institutions. Basically, the Legislative Process is a part of the Political Process. This course aims to introduce the structure within Congress and illustrate the political factors that affect the legislation of Congress, with a view to the ability of students to have relevant political knowledge, decision -making analysis, negotiation and leadership capabilities.
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.
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(3) DODD, Lawrence C. And Bruce I. Oppenheimer. Ed. 2013. Congress: reconsideted. London: say.
(4) Hazan, Reuven y. Ed. 2011. Cohesion and discipline in legislatures. New York: ROUTLEDGE.
(5) Jenkins, Jeffery A., Eric M. Patashnik. 2012. Living legged: Durability, Change, and the Politics of American Law Making. o press.
(6) Keefe, William, and Morris S. Ogul. 2001. The American Legislative Process: Congress and the states. Upper Saddle River, New Jersey: PRrance Hall.
(7) MCKay, William, and Charles W. Johnson. 2012. Parliament and Congress: Reprerentation and scrutiny in the twenty. New York: Oxford University.
(8) Oleszek, Walter J. 2014. CONDRESSIONAL PROCEDURES and the Policy Process. London: Sage.
(9) Schickler, Eric and Frances E. Lee. 2013. The Oxford Handbook of the American Congress. New York: Oxford University Press.
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(11) Stewart III, Charles. 2012. Analyzing content. New York: w.w. norton.
(12) Stratus, Jacob R. 2012. Party and procedure in the united states connector. Lanham, Maryland: Rowman & LittleField.
(13) Thurber, James A. ED., 2009. Rivals for Power: Presidential-Contressional Relations. Lanham, Maryland: Rowman & LittleField.
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| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席上課出席上課 Attend class |
5 | |
| 報告報告 report |
33 | |
| 期中考期中考 Secondary entrance examination |
33 | |
| 期末考期末考 Final exam |
33 |
