大肚山區因該地人類活動頻繁，其原生林地多已經被破壞，次生林的生長經多年的休耕，也已經鬱鬱蒼蒼。臺灣原生物種有4,000多種，學校位於大肚山區，經早年林善雄教授等的調查已經條列有約550種維管束植物；經過多年，現在有更多物種被引進學校或有些物種被淘汰消失，然遑論校園以外植物，單單校園內的物種，不要說是一般科系，就算是專業相關科系的同學也不一定認得上百種植物或叫得出名字。人類源自大自然，而校園有如此多綠地綠樹卻無從讓在學學生、假日遊客、返校系友來認識，其實是非常可惜！
本課程希望自「植物」開始介紹，有了基本概念與認識後，再講述植物學發展的歷史及研究方式的演進，臺灣植物調查發現的歷史，再開始要大家自我們周邊的一花一草認識起，擴及整個校區，再到台中地區，低海拔到高山及臺灣以外的植物，讓學生知道到什麼叫做「植物的多樣性」，才能真正體會到自然界的神奇與生命的奧妙。1. 建構學生對「植物科學」的基本概念，進而體認到我們生物其實是離不開植物世界。
2. 讓學生明瞭植物科學研究歷史及方法，以理哲學方式、系統學方式、歸納演繹方式來作為未來自己可能的學習方法；並能了解臺灣植物發現史，讓學生知道先人是如何篳路藍縷建立臺灣植物資源資料。
3. 由身邊物種開始認識，進而地區、臺灣及世界植物，了解生物多樣性中植物的部份。
4. 自植物多樣性的認識，體認的自我的渺小，向自然界學習謙卑，尊重每一生命。
5. 建立自我學習機制，即使畢業後，仍知道如何查詢相關資料，以期達到終身學習之目標。Due to frequent human activities in the Dadu Mountain area, much of its original forest land has been destroyed, and the secondary forest has grown lush and green after years of fallow cultivation. There are more than 4,000 native species in Taiwan. The school is located in the Dadu Mountain area. According to surveys conducted by Professor Lin Shanxiong and others in the early years, about 550 species of vascular plants have been listed. Over the years, more species have been introduced to the school or some species have been eliminated. Not to mention the plants outside the campus, just the species on campus, not to mention the general departments, even students in majors and related departments may not necessarily recognize hundreds of plants or be able to name them. Human beings originate from nature, but it is a pity that there are so many green spaces and trees on campus that current students, holiday tourists, and returning faculty members cannot get to know!
This course hopes to start with the introduction of "plants". After gaining basic concepts and understanding, we will then describe the history of the development of botany and the evolution of research methods, as well as the history of plant surveys and discoveries in Taiwan. Then we will start by asking everyone to learn about the flowers and plants around us. The knowledge has been extended to the entire campus, and then to the Taichung area, low altitudes to high mountains and plants outside Taiwan, allowing students to know what "plant diversity" is, and only then can they truly appreciate the magic of nature and the mystery of life. 1. Construct students' basic concepts of "plant science" and realize that our living beings are actually inseparable from the plant world.
2. Let students understand the history and methods of plant scientific research, and use philosophical methods, systematic methods, and inductive and deductive methods as possible learning methods in the future; and understand the history of plant discovery in Taiwan, so that students can know how our ancestors established the plant. Taiwan plant resource information.
3. Start by understanding the species around you, and then move on to regional, Taiwanese and world plants to understand the plant part of biodiversity.
4. Understand the diversity of plants, realize the insignificance of oneself, learn humility from the natural world, and respect every life.
5. Establish a self-learning mechanism so that even after graduation, you will still know how to search for relevant information, in order to achieve the goal of lifelong learning.
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.
1. 臺灣維管束植物簡誌（1∼6冊）（行政院農業委員會出版）
2. 各縣市植物資源專輯（特有生物中心出版）
3. 植物分類學（黃增泉教授）
1. Brief Chronicle of Taiwan’s Vascular Plants (Volume 1~6) (Published by the Committee on Agriculture, Executive Yuan)
2. Plant resource album of each county and city (published by the Center for Endemic Biology)
3. Plant Taxonomy (Professor Huang Zengquan)
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中測驗期中測驗 midterm test |
10 | |
| 隨堂測驗、植物辨識、圖錄製作及組員報告 隨堂測驗、植物辨識、圖錄製作及組員報告 Class test, plant identification, catalog production and team member report |
60 | 植物標本辨識、圖錄製作、介紹及報告 |
| 期末測驗期末測驗 final exam |
30 | |
| 附註附註 Note |
5 | 若無期中測驗，則隨堂測驗與期末測驗之百分比隨之調整 |
