APPLE蘋果公司每年推出的產品總會在全世界掀起搶購風潮，人手一支iphone就代表潮流，但您知道它背後經歷了多少個國家、多少階段、多少雙手才完成的嗎? 這樣繁複的過程對全球經濟與社會產生什麼樣的影響? 本課程將藉由《中國製造》幫助學生認識全球製造鏈，並透過這樣的認識去探討及理解全球化(globalization)下的政治經濟，特別是在美中貿易戰下，全球製造演變對不同國家、不同族群、甚至是人與人之間所帶來的關係變化。
本課程主旨在了解關於全球化政治經濟的討論與研究，並將焦點放在中國製造此議題與過程，藉此了解經濟全球化所帶來的影響，及中國大陸近年劇烈變化對其他國家及人民的重要性。
本課程將探討全球製造鍊的各個環節，從跨國企業、供應商、中國勞工、中國政府、它國政府以及全球反血汗工廠運動來探討中國製造背後的政治經濟與社會意涵。本課程除了書籍及期刊文章外，將輔佐以影片及時事報導，使學生以多元的方式更直接與充實的認識到全球化與中國發展這兩大議題。
APPLE The products launched by Apple every year always set off a rush to buy around the world. An iPhone in every hand represents the trend, but do you know how many countries, how many stages and how many hands it has gone through to complete? Such a complicated process. What impact will it have on the global economy and society? This course will help students understand the global manufacturing chain through "Made in China", and use this understanding to explore and understand the political economy under globalization, especially in the United States. Under the China-China trade war, the evolution of global manufacturing has brought about changes in the relationships between different countries, different ethnic groups, and even people.
The main purpose of this course is to understand the discussion and research on the political economy of globalization, with a focus on the issue and process of manufacturing in China, so as to understand the impact of economic globalization and the dramatic changes in mainland China in recent years on other countries and people. importance.
This course will explore all aspects of the global manufacturing chain, including multinational enterprises, suppliers, Chinese workers, the Chinese government, governments of other countries, and the global anti-sweatshop movement to explore the political, economic, and social implications behind Chinese manufacturing. In addition to books and journal articles, this course will be supplemented by videos and current affairs reports, allowing students to understand the two major issues of globalization and China's development in a more direct and substantial way in a diverse way.
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.
《世界是平的》，2007。 Thomas Friedman，楊振富、潘勛譯，雅言文化出版，第1章、第5章、第10章
《全球化與反全球化》，2005。David Held、Anthony McGrew，林祐聖、葉欣怡譯，弘智出版，第4-6章
《黑心帝國: 中國製造業第一手全揭祕》，2011. Paul Midler，賴秀如譯，允晨文化實業出版。
《一件T恤的全球經濟之旅》，2006. Pietra Rivoli，洪世民譯，寶鼎出版。
《沒有中國製造的一年》，2007，Sarah Bongiorni，早安財經出版。
《富士康輝煌背後的連環跳》，2011， 潘毅、盧暉臨、郭于華、沈原著，商務出版。
《工廠女孩》，2013， 張彤禾著，樂果文化出版。
"The World is Flat", 2007. Thomas Friedman, translated by Yang Zhenfu and Pan Xun, published by Yayan Culture, Chapter 1, Chapter 5, Chapter 10
"Globalization and Anti-Globalization", 2005. David Held, Anthony McGrew, translated by Lin Yousheng and Ye Xinyi, Hongzhi Publishing, Chapter 4-6
"Black Heart Empire: First-hand Secrets of China's Manufacturing Industry", 2011. Paul Midler, translated by Lai Xiuru, published by Yunchen Culture Industry.
"A T-shirt's Global Economic Journey", 2006. Pietra Rivoli, translated by Hong Shimin, published by Baoding.
"A Year Without Made in China", 2007, Sarah Bongiorni, published by Good Morning Finance.
"The Chain Jump Behind Foxconn's Glory", 2011, written by Pan Yi, Lu Huilin, Guo Yuhua and Shen Yuan, Business Publishing.
"Factory Girl", 2013, written by Zhang Tonghe, published by Dimethoculture.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂出席課堂出席 class attendance |
10 | 可曠課一次，之後則每次扣分。 |
| 課堂發言參與課堂發言參與 Class speech participation |
10 | |
| 期中考期中考 midterm exam |
25 | |
| 小組報告小組報告 group report |
30 | 請將PPT與書面大綱於報告前24小時寄到老師信箱，無故遲交扣總分5分 |
| 期末考期末考 final exam |
25 |
