1.學習從空間及文化等面向了解日本文化。
2.學習從身邊滲透的事務了解日本美學源頭。
3.學習進一步關心生活的細節提升美學力。本課程從日本文化如繪畫、茶道、花道、電影；次文化如動漫等，介紹日本之美學與其內在層次・世界觀與空間觀上的連動關係。1. Learn to understand Japanese culture from space and culture.
2. Learn to learn about Japanese aesthetic sources from the things you see around you.
3. Learn to further focus on the details of life and improve aesthetic ability. This course introduces the relationship between Japanese aesthetics and its internal levels, world view and space view from Japanese cultures such as paintings, tea ceremony, flower walks, movies, and subcultures such as animation.
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.
我是賣豆腐的，所以我只做豆腐。，小津安二郎著，新經典文化。
蝦蟆的油：黑澤明尋找黑澤明，黑澤明著，陳寶蓮譯，麥田出版。
日本當代前衛建築: 自然系，謝宗哲著，田園城市。
伊東豐雄，Nikkei Architecture編著，龔婉如譯，博雅書屋。
I sell tofu, so I only make tofu. , written by Yasujiro Ozu, New Classic Culture.
Toad's Oil: Hei Zeming looks for Hei Zeming, written by Hei Zeming, translated by Chen Baoli, published by Maitian.
Contemporary Japanese avant-garde architecture: Natural system, written by Xie Zongzhe, a garden city.
Yidong Fengxiong, edited by Nikkei Architecture, is elegant and elegant, and is a Boya Book House.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平時成績平時成績 Regular achievements |
30 | |
| 期中作業期中作業 Midterm operation |
30 | |
| 期末作業期末作業 Final operation |
30 | |
| 平時測驗平時測驗 Daily test |
10 |
