本課程不談艱深的數學理論與繁雜的數學公式，而是利用活潑有趣的問題設計，引導同學學習符號邏輯的基本概念，訓練邏輯思考與推理分析的能力，以及認識基礎數學的相關知識。並使同學瞭解數學、邏輯與生活的關聯性，用以提昇同學的數學素養，且將相關知識應用到所學的專長領域，進而融通求真素養於個人生命之中。This course does not discuss difficult mathematical theories and complicated mathematical formulas. Instead, it uses lively and interesting problem designs to guide students to learn the basic concepts of symbolic logic, train their abilities in logical thinking and reasoning analysis, and understand relevant knowledge of basic mathematics. It also enables students to understand the correlation between mathematics, logic and life, so as to improve their mathematical literacy, apply relevant knowledge to the areas of expertise they have learned, and then integrate truth-seeking literacy into personal life.
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. Each basic literacy has specific learning effectiveness indicators for self-examination of teaching and learning effectiveness, which are described below: Truth-seeking literacy (natural field): 1. Learn the methods or philosophy of natural science to explore physics and the subtleties of the living world, 2. Use the spirit of discussing matters 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 self-discipline, 3. Be able to use rationality 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.
**課程的主要參考資料為『課堂講義』，並可參考以下科普書籍：
1. 葉李華、李國偉 譯，『宇宙的詩篇』，天下文化，1997
2. 葉李華 譯，『大自然的數學遊戲』，天下文化，1996
3. 丘宏義 譯，『數學與頭腦相遇的地方』，天下文化，2000
4. 袁長瑞 著，『邏輯教室』，天下文化，2006
5. 熊明輝、王文方 著，『邏輯』，滄海書局，2011。
6. 洪萬生 等人 譯 『這個問題，你用數學方式想過嗎？』，城邦文化，2013。
**The main reference material for the course is "Class Handouts", and you can refer to the following popular science books:
1. Translated by Ye Lihua and Li Guowei, "The Psalm of the Universe", Tianxia Culture, 1997
2. Translated by Ye Lihua, "Nature's Mathematical Games", Tianxia Culture, 1996
3. Translated by Qiu Hongyi, "Where Mathematics Meets the Mind", Tianxia Culture, 2000
4. Yuan Changrui, "Logic Classroom", Tianxia Culture, 2006
5. Xiong Minghui and Wang Wenfang, "Logic", Canghai Bookstore, 2011.
6. Translated by Hong Wansheng et al. "Have you thought about this problem mathematically?" ”, City-State Culture, 2013.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 報告（含個人及小組報告）報告（含個人及小組報告） Reports (including individual and group reports) |
25 | 詳細規定於第一堂課說明。 |
| 期末考期末考 final exam |
25 | 以課堂講述的邏輯與基本數學知識為主。 |
| 平時成績平時成績 usual results |
50 | 包括課堂學習單, 出席成績, 與課堂表現等等，詳細規定於第一堂課說明。 |
