顧名思義，本課程探討台灣社會中與女性有關的社會議題與概況。本課程從歷史與傳統出發，探討台灣女性傳統的主要脈絡與形式，由此循序漸進，介紹二十世紀的現代化進程對於台灣女性造成的蛻變與衝擊，以及女權運動的興起。本課程的課題與視野更延伸至性別與文化的多元性，聚焦於兩性平權、同志議題、情慾解放、全球流動與勞動等社會正義相關聯的題材，做初步的認識。本課程以深入淺出的方式，從具有批判色彩與女性主義取向的社會科學研究，來了解現代人、特別是台灣女性可能面對的處境。本課期待藉此開拓我們對現代社會中性別議題的思考，並刺激我們啟發國內歷史與社會文化情境下的性別平權、多元、與相互尊重的思考。

Name concept, this course explores social issues and general issues related to women in Taiwan society. This course develops from history and tradition, explores the main links and forms of Taiwanese women's traditions, and thus proceeds step by step, introducing the changes and impacts caused by the 20th century modernization process on Taiwanese women and the rise of women's power movement. The subjects and vision of this course extend to the diversity of gender and culture, focusing on social justice related to the two gender equality, comradeship issues, liberation of sentiment, global mobility and health, and making preliminary understanding. This course uses in-depth and pure ways to understand the situations that modern people, especially Taiwanese women, may face from social science research with critical colors and feminism. This course looks forward to using this to develop our thinking on gender issues in modern society and to stimulate our thinking on gender equality, diversity, and mutual respect in the context of national historical and social culture.

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 course is different from the professional course, and it focuses on guiding students to actively care, explore and understand the ultimate value and wisdom of human beings. At the same time, the knowledge provided by the general course is not the purity of the professional course, but the basic knowledge with a strong sense of reality. Our school has established four basic qualities for general education based on the concept of creating school traditions, school training and management: seeking truth, trustworthiness, striving for general education, and implementing the ideal of general education in our school in a specific way. I hope that students of this school can develop the spirit of independent learning, and under the guidance of general course teachers, they will gradually cultivate their basic qualities of general education, and look forward to finally learning. Various basic qualities are cultivated and have specific indicators for self-verification of teaching and learning results. They are divided into the following: Truth-seeking and nourishing (nature domain): 1. Learn the methods or philosophy of natural sciences to explore the subtleties of physics and the world of life, 2. Develop the spirit of doing things, 3. Be able to participate in public affairs related to scientific topics. Relief and nourishment (humanity field): 1. Learn the humanistic spirit to explore the deep value of inner self and leading human civilization, 2. Develop self-discipline spirit, 3. Be able to use rationality to conduct moral reasoning. Practice and cultivate (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Accept and respect for diversity and differences, 3. Realize the spirit of democratic review. Hongtong basic cultivation (cross-domain): 1. Pursuing the overall value of human beings, 2. Integrating truth-seeking, trustworthiness, and action in personal life. Courses in various fields can be selected across learning performance indicators without being restricted.

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