一、課程目標：
1.視情況補充能訓練英文閱讀能力的中國相關報導，學生除了能在課堂上認識中國崛起的各種因素，也能培養學生對相關知識的興趣，進而引起應用資訊工具自學的動機。
2.了解西方中心主義觀點及線性思考模式非普世準則，使學生能夠從中國發展脈絡上尋求自身利基點並結合在學時就讀科系之專業能力，以強化畢業後到中國投資或就業時的專業職能、創新與整合能力。
3.培養分析中國經濟發展背後政治、社會因素，及其對全球經濟重構效應的思辨能力，避免僅以西方經濟學或管理學理論做為爾後在中國投資或就業時唯一的行動準則。
4.要求學生分組進行中國與全球共構下經濟變化對未來就業產生影響之分析報告，在完成分組報告的過程中培養團隊合作能力，並於期末時上台發表以訓練溝通表達能力。
二、課程內涵：
中國經濟為何能夠在改革開放後短短的三十年，迅速發展成為全球第二大經濟體？人們常常使用西方市場經濟學模型來解釋中國的經濟發展，認為中國是朝向資本主義的道路前進，殊不知中國的經濟發展模式有別於西方，並不能完全用西方既有的理論框架來解釋，進而落入西方中心主義的陷阱，許多西方自由市場的經驗法則移植到中國是失敗的。因此我們可以說，有別於西方而具有中國特色的社會主義市場經濟正在誕生。中國的經濟發展有著自身的社會與政治意涵，我們應該從中國特殊的歷史脈胳來理解中國經濟發展的因素。因此，本課程將帶領學生回到中國自身的特殊脈胳來理解中國經濟崛起的因素，並探討中國進入全球生產網絡同時本身也成為主要需求市場後，對世界經濟區位與資源分配所造成的重構結果。因此，本課程將從教學進度各週課程內容，逐步帶領學生回到中國自身的特殊脈胳來理解中國經濟崛起的因素，並探討中國進入全球生產網絡同時本身也成為主要需求市場的轉型過程中，對世界經濟區位與資源分配所造成的重構結果。1. Course goal:
1. Depending on the situation, the relevant reports that can train English reading ability depending on the situation. In addition to knowing various factors in class in the classroom, students can also cultivate students' interest in related knowledge, which will cause the motivation for self -learning of application information tools.
2. Understand the non -universal guidelines of Western centralism and linear thinking mode, so that students can seek their own nicome points from the context of China and combine the professional ability of the department in school to strengthen the time when they invest in China after graduation or employment. Professional functions, innovation and integration capabilities.
3. Cultivate and analyze the political and social factors behind China's economic development, and its ability to speculate the global economic reconstruction effects, avoid only the only action criteria for investing in or employment in China after Western economics or management theory.
4. It is required that students are required to carry out analysis reports that have an impact on future employment under China's co -structure in China and the world. In the process of completing the group report, they can develop team cooperation capabilities, and at the end of the period, they published on the stage to train and communicate and express their ability to communicate.
2. Curriculum connotation:
Why can the Chinese economy rapidly developed into the world's second largest economy in just thirty years after reform and opening up? People often use Western market economics models to explain China's economic development. They believe that China is towards the road of capitalism. It is unknown that China's economic development model is different from the West. Falling into the trap of Western centralism, the experience of many Western free markets failed to transplant in China. Therefore, we can say that the socialist market economy that is different from the West and Chinese characteristics is being born. China's economic development has its own social and political meanings. We should understand the factors of China's economic development from the special historical pulse of China. Therefore, this course will lead students back to China's own special pulse to understand the factors of China's economic rise, and explore that China has become the main demand market when entering the global production network. Construction result. Therefore, this course will gradually lead students back to China's own special pulse arms to understand the rise of China's economic rise from the contents of the course of teaching progress. The reconstruction result of world economic location and resource allocation.
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.自編指定講義。
2.影片：《激盪三十年》；《大國和諧》；《激流中國》；《中國改革開放》。
1. Self -editing specified lectures.
2. Movie: "Thirty Years of Stir"; "Harmony of the Great Power"; "Incurrent China"; "China Reform and Opening".
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂討論參與及出席課堂討論參與及出席 Class discussion participation and attending |
10 | 出席率及課堂討論參與度成績 |
| 分組報告分組報告 Group report |
30 | 原則上同組組員所得分數皆一致，除非有特殊狀況或貢獻不一的情形，將在分數上斟酌評分 |
| 期中考試期中考試 Mid -term exam |
30 | 範圍包含開始上課至期中考前一週所有範圍與上課內容，題目為六題申論題中任選四題作答(開書考) |
| 期末考試期末考試 Final exam |
30 | 範圍包含期中考後至期末考前一週所有範圍與上課內容，題目為六題申論題中任選四題作答(開書考) |
