使修課同學瞭解幾何學在文明中所扮演的角色，並學習相關的幾何概念與方法。對於應用數學系的同學而言，修習本課程將有助於以宏觀的角度整合在數學專業學科所學習到的專業知識; 對於其他學系選修本課程的同學，能藉此融通過去所學數學的發展歷史與影響，並學習到數學嚴謹的思考模式與方法，亦為本課程的重要目標。而透過分組討論、學習與發表，也希望培養修課同學溝通與科學敘事的能力。

課程內容設計 - 兼顧歷史素材與基本理論的介紹，為定位於傳統數學專業課程與數學類通識課程之間的專業通識課程。

修課學生族群 - 可區分為主修數學的同學學與非主修數學的同學（歡迎對數學有興趣，或修過通識自然數學類課程同學選修）兩大類別。

合作學習規劃 - 採兩個類別混合分組的方式，由主修數學的同學協助基本理論的理解，由非主修數學的同學依據各自的學習經驗，協助提供相關應用題材。同時透過彼此合作，完成幾何概念及其發展歷史與應用的學習。

This course enables students to understand the role of geometry in civilization and learn related geometric concepts and methods. For students from the Department of Applied Mathematics, taking this course will help integrate the professional knowledge learned in mathematics majors from a macro perspective; for students from other departments taking this course, they can integrate the development history and influence of mathematics they have learned in the past, and learn rigorous thinking models and methods in mathematics, which is also an important goal of this course. Through group discussions, learning and presentation, we also hope to cultivate the communication and scientific narrative abilities of course students.

Course content design - taking into account the introduction of historical materials and basic theories, it is a professional general course positioned between traditional mathematics professional courses and mathematics general courses.

The group of students taking the course can be divided into two categories: students majoring in mathematics and students not majoring in mathematics (students who are interested in mathematics or have taken general natural mathematics courses are welcome to take elective courses).

Cooperative learning plan - Mixed grouping of two categories, with students majoring in mathematics assisting in the understanding of basic theories, and students not majoring in mathematics assisting in providing relevant application topics based on their respective learning experiences. At the same time, through mutual cooperation, students can complete the study of geometric concepts, their development history and applications.

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. Alexander Ostermann and Gerhard Wanner: Geometry by its History. Undergraduate Texts in Mathematics, Springer 2012. （可由本校圖書館網站下載電子書）

2. John Barnes: Gems of geometry (2nd ed.). Springer 2012.（可由本校圖書館網站下載電子書）

3.William L. Hosch (ed.): The Britannica Guide to Geometry (Math Explained). Rosen Education Service 2010. （可由本校圖書館網站下載電子書）

1. Alexander Ostermann and Gerhard Wanner: Geometry by its History. Undergraduate Texts in Mathematics, Springer 2012. (The e-book can be downloaded from the school library website)

2. John Barnes: Gems of geometry (2nd ed.). Springer 2012. (The e-book can be downloaded from the school library website)

3.William L. Hosch (ed.): The Britannica Guide to Geometry (Math Explained). Rosen Education Service 2010. (The e-book can be downloaded from the school library website)