一、認識知識之多元性、知識與社會的互動：知識是存在於社會生活中各個面向，是一種「連結」的力量。
二、跨文化的感受性：以職人文化為中心，配合日本文明史、大眾文化演變之發展，開拓跨文化之視野。
三、提升閱讀詮釋之素養：經由課程安排之各類知識漫畫作品，經由漫畫作為「故事」，而體驗存於漫畫之中的趣味性、觸動情感之處以及知識性。
四、對當代文化產業運作模式的理解：面對現今全球化、文化產業全球在地化之衝擊。自1980年代以來，日本漫畫在全球各地廣受歡迎，現今已是日本享譽全球的重要大眾文化產業代表，也引發了全球模仿、學習日本漫畫的風潮。然而，在這股風潮背後，卻鮮有人注意到日本漫畫之成功，與其文化、文明發展中存在之職人文化（工匠精神）有著密不可分的關係。也正因為職人文化的存在，日本漫畫得以轉化為一種兼具娛樂、激盪人心與知識意涵的故事性文本，也是一種深具美學性的表現。
本課程將以探詢「知識漫畫為何會在日本出現」為主軸，結合日本文明史、17世紀以來大眾文化演變，以及二戰後文化產業之運作等面向。以此打開修課學生之視野，認識知識之多元性、知識與社會的互動、跨文化的感受性，提升閱讀詮釋之素養，以及對當代文化產業運作模式的理解。I. Knowing the diversity of knowledge, knowledge and society interaction: Knowledge is in various aspects of social life, and it is a "connection" power.
Second, cross -cultural experience: centered on the culture of the staff, cooperated with the development of the history of Japanese civilization and the evolution of the popular culture, and pioneered the cross -cultural vision.
Third, improve the literacy of reading interpretation: Through the various knowledge comics arranged by the course, the comics are used as the "story", and the fun, touching emotions, and knowledge that experienced in comics.
Fourth, understanding the operating model of the contemporary cultural industry: Facing the globalization of globalization and global localization of the cultural industry today. Since the 1980s, Japanese comics have been popular all over the world. Today, it has been an important popular cultural industry representative in Japan. It has also triggered the wave of global imitation and learning Japanese comics. However, behind this trend, few people have noticed the success of Japanese comics, and have an inseparable relationship with their culture and civilization development. It is also because of the existence of job culture that Japanese comics have been converted into a story text that is entertaining, stimulating the meaning of people's hearts and knowledge, and it is also a profound aesthetic expression.
This course will be inquired about "why knowledge comics appear in Japan" as the main axis, combined with the history of Japanese civilization, the evolution of mass cultural evolution since the 17th century, and the operation of the cultural industry after World War II. In order to open the horizon of students, understand the diversity of knowledge, knowledge and social interaction, and cross -cultural perception, enhance the literacy of reading interpretation, and understand the operation model of the contemporary cultural industry.
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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| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂參與及討論表現課堂參與及討論表現 Class participation and discussion performance |
30 | 出席與課堂表現 |
| 期中報告期中報告 Mid -term report |
40 | 漫畫文本與技巧詮釋演習 |
| 知識漫畫分析專題知識漫畫分析專題 Knowledge Comic Analysis Topics |
30 | 分組報告，以「主題（知識）漫畫」為對象 |
