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。

As the name suggests, this course explores social issues and overviews related to women in Taiwanese society. Starting from history and tradition, this course explores the main context and forms of Taiwanese women's tradition. From there, it gradually introduces the transformation and impact of the modernization process in the twentieth century on Taiwanese women, as well as the rise of the feminist movement. The topics and vision of this course extend to the diversity of gender and culture, focusing on gender equality, gay issues, sexual liberation, global mobility and labor and other social justice-related themes to gain a preliminary understanding. This course uses a simple and in-depth approach to understand the situations that modern people, especially Taiwanese women, may face through critical and feminist social science research. This course hopes to expand our thinking on gender issues in modern society and stimulate our thinking on gender equality, diversity, and mutual respect in domestic historical and socio-cultural contexts.

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.

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