在現今的社會裡,就傳統而言,化學課是為社會培養從事尖端科技的化學佳及相關的科技專家.但是,隨著大學教育的普及,差不多所有理工農醫科的學生都會選修化學課.但隨著社會的進步,科技研究的成果被廣泛應用到日常生活的各個層面.現代社會中食衣住行不同的範疇均有化學品或其應用化學商品。所以,本課程是要讓非理、工、農、醫的學生明白到化學與我們的生活是習習相關.學習化學,能夠讓我們掌握應有的化學知識及技能,從而有效的解決現代生活中所遇到的問題.通識課程的化學概論其課程內涵與化學系開設之化學概論有明顯的不同。本課程引述現在地球各個環境及生活中相關的化學概念,並且提出理論數據讓非相關科系學生仍可以藉本課程以化學的角度進一步關心我們生活的環境。

In today's society, chemistry courses are traditionally used to train chemists and related technology experts who are engaged in cutting-edge technologies. However, with the popularization of university education, almost all students in science, engineering, agriculture and medicine will take chemistry courses. However, with the progress of society, the results of scientific and technological research are widely used in all aspects of daily life. In modern society, chemicals or their applied chemical products are used in different categories of food, clothing, housing and transportation. Therefore, this course is to let non-science, engineering, agriculture, and medical students understand that chemistry is related to our lives. Learning chemistry can enable us to master the necessary chemical knowledge and skills to effectively solve the problems encountered in modern life. The course connotation of the general course Introduction to Chemistry is obviously different from the Introduction to Chemistry offered by the Chemistry Department. This course introduces relevant chemical concepts in various environments and daily life on the earth, and presents theoretical data so that students from non-related majors can still use this course to further care about the environment we live in from a chemical perspective.

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. 化學概論,梁碧峰編著,滄海書局出版,2007.
2. 張麗卿 ，現代化妝品新論 ，高立圖書，台北，2012。
3. 周秋香，自然科學與生活科技概論，心理出版社，台北，2005。
4. 林家立，實用生活化學，滄海書局，台北，2002。

1. Introduction to Chemistry, edited by Liang Bifeng, published by Canghai Book Company, 2007.
2. Zhang Liqing, New Theory of Modern Cosmetics, Gaoli Books, Taipei, 2012.
3. Zhou Qiuxiang, Introduction to Natural Science and Life Science and Technology, Psychology Press, Taipei, 2005.
4. Lin Jiali, Practical Life Chemistry, Canghai Bookstore, Taipei, 2002.