① 以1、2年級所培養的初中級日語為基礎，強化日語說、讀、寫、譯的各項技能，為日後順利完成專題研究做準備。
② 學習自學方法

口說 ⇒以上學期的閱讀過的文本為基礎，練習以日語討論或發表相關主題之內容。能夠針對社會、文化層面的主題表達意見／聽取意見，提出問題／回答問題，進行說明／聽取說明。
寫作 ⇒以上學期的閱讀過的文本為基礎，學習書寫報告論文等類型文章時所需的句型、詞彙、文章結構、序論的寫法、引用文獻的方式、資料考察、事物的描述等。此外，也將學習有關「論文」「研究」的基本概念。

① Based on the junior-intermediate Japanese developed in grades 1 and 2, strengthen Japanese speaking, reading, writing, and translation skills to prepare for the successful completion of special research in the future.
② Learn self-study methods

Speaking ⇒ Based on the texts read in the previous semester, practice discussing or delivering content on related topics in Japanese. Able to express/listen to opinions, ask/answer questions, and explain/listen to explanations on social and cultural topics.
Writing ⇒Based on the texts read in the previous semester, learn the sentence patterns, vocabulary, article structure, writing of introductions, ways of citing documents, research of materials, description of things, etc. required for writing reports and other types of articles. In addition, you will also learn the basic concepts of "thesis" and "research".

綜合日語（三）【綜合日語A、B、C】為承接綜合日語（一）A、B、C 與綜合日語（二）A、B、C之更上一級程度的日語學習課程。中心教材主題為與專題研究相關之表象文化領域、語言領域、溝通領域、社會領域四個領域。課程中綜合學習/練習日語聽說讀解譯五大技能。

Comprehensive Japanese (3) [Comprehensive Japanese A, B, and C] is a Japanese language learning course that takes the higher level of Comprehensive Japanese (1) A, B, and C and Comprehensive Japanese (2) A, B, and C. The themes of the central textbooks are the four fields of representational culture, language, communication and society related to thematic research. In the course, the five major skills of Japanese listening, speaking, reading and interpretation are comprehensively learned/practiced.

1.笹沼俊暁「『日本文化』を学ぶとは何か」2018
2.山本真弓、木村護郎クリストフ、臼井裕之　2004 「ひとつではない＜母のことば＞」『言語的近代を越えて　＜多言語状況＞を生きるために』
3.小熊英二　2013「東日本大震災後と「日本型工業化社」」
4.教師が書いた論説文や先輩が書いた研究計画など

1. Toshiaki Sasamuma ""Japanese Culture" を学ぶとは何か" 2018
2. Yamamoto Mayumi, Kimura Gorō Kurito, and Usui Hiroyuki 2004 「ひとつではない＜MUのことば＞」『The Modern Language of Language を国えて　＜Multilingual Situation＞生きるために』
3. Eiji Kouma 2013 "After the Great East Japan Earthquake: "Japanese-style Industrialization Society""
4. The teacher’s essay, the teacher’s essay, and the senior’s research project