1.讓學生了解複雜經濟政策問題，經濟學核心觀念演進與系統科學的方法。
2.讓學生了解台灣經濟社會中的公共政策爭議與系統方法的思維模式，
以增加學生應用人文社會科學思想，培養求真、篤信與力行之素養。
3.培養學生具有整合性系統思考的習慣，落實東海大學通識教育的宏通素養等精神。介紹經濟學理論中有關公共選擇理論與外部性等議題及系統思考應用於決策與政策分析。1. Let students understand the methods of complex economic policy, the evolution of the core concept of economics and system science.
2. Let students understand the thinking mode of public policy disputes and system methods in Taiwan's economy and society.
In order to increase students' ideas and social sciences, cultivate the literacy of seeking truth, faith and effort.
3. Cultivate students with the habit of thinking about integrating systems, and implementing the spirit of general literacy of the general education of Donghai University. Introduce the theoretical theory of public choices and externality, and system thinking and systematic thinking to be applied to decision -making and policy analysis.
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.
1.蕭志同，戴俞萱，柳淑芬編著，(2016) ，全方位思維模式: 組織機構決策分析與發展，東華書局
2.講義
1. Xiao Zhitong, Dai Yuxuan, edited by Liu Shufen, (2016), comprehensive thinking mode: Organizational decision -making analysis and development, Donghua Book Bureau
2. Lecture
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平時成績與課堂表現平時成績與課堂表現 Usually grades and classroom performance |
40 | 出席率與小組討論等 |
| 期中考期中考 Secondary entrance examination |
30 | |
| 期末考期末考 Final exam |
30 |
