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 objectives:
1. Supplement relevant reports on China that can train English reading ability as appropriate. In addition to understanding various factors of China's rise in class, students can also cultivate their interest in related knowledge, thereby stimulating their motivation to apply information tools for self-study.
2. Understand that Western-centric views and linear thinking models are not universal principles, so that students can seek their own niche in China's development context and combine them with the professional abilities of the departments they studied during school to strengthen their professional functions, innovation and integration abilities when investing or finding employment in China after graduation.
3. Cultivate the ability to analyze the political and social factors behind China's economic development and its effects on the restructuring of the global economy, and avoid relying solely on Western economics or management theories as the only guideline for future investment or employment in China.
4. Students are required to work in groups to produce an analysis report on the impact of economic changes on future employment under the joint structure of China and the world. They will develop teamwork skills in the process of completing the group reports and present them on stage at the end of the semester to train their communication and expression skills.

2. Course content:
Why was the Chinese economy able to rapidly develop into the world's second largest economy in just thirty years after the reform and opening up? People often use Western market economics models to explain China's economic development, believing that China is heading towards the path of capitalism. However, they do not know that China's economic development model is different from the West and cannot be completely explained by the existing Western theoretical framework. Therefore, it falls into the trap of Western centrism. Many Western free market rules of thumb have failed to be transplanted to China. Therefore, we can say that a socialist market economy with Chinese characteristics that is different from the West is being born. China's economic development has its own social and political implications. We should understand the factors of China's economic development from China's special historical context. Therefore, this course will lead students back to China's own special context to understand the factors behind China's economic rise, and explore the consequences of restructuring the world's economic location and resource allocation after China entered the global production network and became a major demand market. Therefore, this course will gradually lead students back to China's own special context to understand the factors responsible for China's economic rise, and will explore the restructuring of world economic location and resource allocation in the process of China's transformation into a global production network and itself becoming a major demand market.

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。

General courses are different from professional courses. They actually focus on guiding students to actively care for, explore and practice the ultimate value and wisdom of mankind. At the same time, the knowledge provided by general courses is not the superficiality of professional courses, but basic knowledge with a solid sense. Based on the school’s founding tradition, school motto and school philosophy, the school has formulated four basic qualities for general education: truth-seeking quality, belief quality, practical quality and general quality, in order to concretely implement the school’s ideals of general education. We hope that our students can develop their independent learning spirit and gradually develop their basic literacy in general education under the guidance of general education teachers, and look forward to lifelong learning. Various basic competencies have specific learning effectiveness indicators for self-examination of teaching and learning effectiveness, which are described as follows: Truth-seeking literacy (natural field): 1. Learn the methods or philosophy of natural science to explore the subtleties of the physical and life world, 2. Use the spirit of discussing things as they are, 3. Be able to participate in public affairs related to scientific issues. Belief literacy (humanities field): 1. Learn the humanistic spirit to explore the inner self and understand the deep value of human civilization, 2. Develop a spirit of self-discipline, 3. Be able to use reason for moral reasoning. Practical literacy (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Recognize and respect diversity, 3. Practice the spirit of democratic deliberation. Hongtong literacy (cross-field): 1. Pursue the overall value of human beings, 2. Integrate qualities such as truth-seeking, faith, and practice into personal life. Courses in various fields can choose from different learning outcome indicators, so there is no need to be rigid.

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. Prepare designated handouts.
2. Films: "Thirty Years of Turmoil"; "Harmony of Great Powers"; "Rush China"; "China's Reform and Opening Up".