通過中國古董文物認識中國文化發展概況。
體驗中國古董文物之美。本課程隸屬人文領域，內容偏向「中國工藝美術史」或「中國文化史」，雖然如此，筆者卻不擬以傳統美術系或歷史系等相關課程的思考模式來建構課程內容。
僅就藝術欣賞的角度而言，藝術專業的風格史研究並不是那麼的重要，因為美的欣賞是一種很個人化的體驗，箇中滋味，如人飲水。另一方面，雖然藝術品的諸多形式與審美特徵往往隨著歷史的推演而有所改變，然而它依然是客觀地歷史性地存在著的（存在主義哲學所謂的「此在」），因此，在藝術史的研究裡或也存在著客觀的真理知識，它不僅僅止於個人主觀意見的表述而已。
本課程意欲採取一個「以藝術作品說明時代文化特徵」的講述方式，上述種種情形極可能是無法避免的窘況。如何在合理的歷史敘述裡容納各具代表性的藝術作品，呈現出一個完整的「藝術/文化/史」的概念，是這門性質趨近於「中國工藝美術史」與「中國文化史」之課程理應思考的問題。
在企圖整合「中國文化史」與「中國工藝美術史」的前提下，面對五千年漫長的歷史文化累積的眾多藝術品，本課程預備轉向以「當代古董文物市場機制（藝術社會學之藝術贊助人的經濟學觀點）」與「近代考古學之研究成果（作為史學研究方法而於廿世紀發展成熟並獲得獨立的學科）」為主要的研究方法/教學面向/論述觀點，僅僅以若干足堪代表「大時代」的藝術品類來講述這門課程。這樣一來，我們不但可以抽取出各個藝術領域裡最具代表性的作品加以深入介紹，或也能與哲學詮釋學的效果歷史與人文科學的辯證反思有所呼應。簡單地說，本課程將引導同學們體會中國古董文物的審美感動，並以此作為主要的教學目標，因此，完整的歷史時間脈絡與形式風格發展等傳統史學或藝術研究並不是我們的重點。通過市場機制制約而得產生的中國古董文物之分類歸納，讓同學們認識並肯定中國古董文物之種種不同的審美情趣與價值判斷，進而感受到文物背後所蘊含的文化象徵意義，以達到教育哲學或教育心理學所謂的「情意領域」的教學目標，是為「中國古董文物鑑賞」課程。Understand the overview of Chinese cultural development through Chinese antiques and cultural relics.
Experience the beauty of Chinese antiques and cultural relics. This course belongs to the humanities field, and the content tends to be "Chinese Art History" or "Chinese Culture History". Despite this, the author does not insist on constructing course content based on the thinking model of related courses such as the Department of Traditional Art or History.
From the perspective of artistic appreciation, professional artistic style history research is not that important, because aesthetic appreciation is a very personalized experience, and the taste is like drinking water. On the other hand, although the many forms and aesthetic characteristics of art are often changed with historical deductions, it still exists objectively and historically (the "here is" as the philosophy of existence), therefore, There may also be objective truth knowledge in the study of artistic history, which is not only limited to the expression of the opinions of the individual.
This course intends to adopt a lecture method of "using artistic works to illustrate the cultural characteristics of the times". The above situations may be an unavoidable embarrassment. How to include representative artistic works in a reasonable historical account, presenting a complete concept of "art/culture/history", which is similar to "Chinese Art History" and "Chinese Cultural History" The course theory should think about the problems.
Under the premise of integrating "Chinese Cultural History" and "Chinese Art History", in the face of a large number of art products accumulated over 5,000 years of history and culture, this course is planned to be "contemporary antique cultural relics market mechanism (artistic social science Economics of Art Sponsors) "The research results of modern archaeology (which matured and obtained independent academic disciplines as historical research methods)" are the main research methods/teaching orientations/speech views, and only have several sufficiently representative "the great era" Arts category will describe this course. In this way, we can not only extract the most representative works from various art fields for in-depth introduction, but also respond to the evidence reflections of the effects of philosophy and the humanities. To put it simply, this course will guide students to empathize with the aesthetics of Chinese antiques and cultural relics, and use this as the main teaching objective. Therefore, complete historical time constraints and formal style development and other traditional historical or artistic research is not our focus. The classification of Chinese antique cultural relics produced through market mechanisms allows students to recognize and affirm the different aesthetic tastes and values of Chinese antique cultural relics, and then feel the cultural symbols behind the cultural relics, so as to achieve educational philosophy. Or the teaching objectives of the "field of affection" referred to in educational psychology are the "Calligraphy of Chinese Antique Cultural Relics" course.
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 actually 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 ingredient cultivation and have specific learning effectiveness indicators to serve as a specific indicator for self-verification of teaching and learning effectiveness, which are divided into the following: Truth-seeking cultivation (nature field): 1. Learn the methods or philosophy of natural sciences to explore physics The subtlety of the life world, 2. Develop the spirit of doing things, 3. Be able to participate in public affairs related to scientific issues. 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.
至今仍持續發行中的台北典藏雜誌社出版的《典藏—古美術》月刊。
The monthly magazine "Collection - Ancient Art" published by Taipei Collection Magazine, which is still being published today.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考期中考 Midterm exam |
30 | 筆試，申論題一題。答題時請至少條列五個要點作答，每個要點20分，滿分100分。 |
| 期末考期末考 Final exam |
30 | 筆試，申論題一題。答題時請至少條列五個要點作答，每個要點20分，滿分100分。 |
| 出席率與平時成績出席率與平時成績 Attendance rate and normal |
40 | 平時成績基本分80分，缺一次課扣十分，累扣至零分為止。二、鼓勵上課發言或回答問題，加分。三、加分與扣分可以相抵。四、平時成績累計超過100分者，再累計至期中與期末成績之中，直至學期成績滿分為止。 |
