華族的國際遷移活動，實為其國內遷移活動的延伸，這種現象在歷史上存在已久，直至19世紀中葉以後，更因國際政經局勢的轉變，吸引大批華工遷居海外，使得華族的蹤跡遍及世界各地，海外華族社會也次第形成。近現代華族的國際遷移無疑是全球人口遷移的重要一環，對於原鄉中國或移居國的政治、經濟、社會與文化方面，乃至於微觀的人際互動與關係上皆帶來影響。本課程主要探討近現代華族遷移海外的歷史，並結合中國歷史與世界歷史的發展與研究，引導學生以小見大，更深入地理解與思考人類歷史。The international migration activities of the Chinese people are actually an extension of the domestic migration activities. This phenomenon has existed for a long time in history until after the 19th century. Due to the transformation of the international political affairs, a large number of Chinese workers have attracted overseas, making the Chinese people's development. Across the world, overseas Chinese society has also been formed one after another. The international migration of modern Chinese people is undoubtedly an important part of global population migration, and it has an impact on the political, economic, social and cultural aspects of the former country or the immigrant country, as well as on the micro-interaction and relations. This course mainly explores the history of modern Chinese immigrating overseas, and combines the development and research of Chinese history and world history, guiding students to understand and think about human history with a small perspective and to have a deeper understanding and thinking about human history.
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.
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林克昌口述，楊忠衡、陳效眞合著，《黃土地上的貝多芬——林克昌回憶錄》，台北：時報文化出版企業股份有限公司，2004年。
王秀惠，《跨國移動的困境--美國華日兩族的族群關係，1885-1937》，台北：臺灣學生書局，2008年。
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| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考試期中考試 Midterm exam |
40 | |
| 期末考試期末考試 Final exam |
40 | |
| 課程參與及學習心得課程參與及學習心得 Course participation and learning experience |
20 |
