１． 借由中國大陸政治社會問題課程介紹，建立學生對於中國大陸的基本認知,茲因中國大陸正在邁向快速的變遷成長中，其在全球的政治經濟影響力日益增強，更牽動台灣的發展，所以有必要加強對中國大陸的認知水平。
２． 使學生能了解中國大陸的發展對台灣的影響：任何關懷台灣發展的人，都不能忽略中國大陸的因素，所以如何深層理解中國大陸是現階段青年學子的必修學分。
３． 使學生能認知兩岸關係穩定發展的重要性：借由各項影響兩岸關係穩定發展的各項變數分析，使學生能認知兩岸關係穩定發展的重要性。課程內涵主要在呈現中國大陸的國情,中共黨的政治生態與改革開放後的經濟與社會發展,以及當前中國發展對亞洲與世界的影響,期使學習者能對中國大陸有一清晰之輪廓1. Through the introduction of the political and social issues course in Mainland China, students can establish their basic understanding of Mainland China. Because Mainland China is undergoing rapid changes and growth, its political and economic influence in the world is increasing day by day, and it also affects the development of Taiwan. Therefore, It is necessary to enhance the level of understanding of mainland China.
2. Enable students to understand the impact of mainland China's development on Taiwan: Anyone who cares about Taiwan's development cannot ignore the factors in mainland China, so how to deeply understand mainland China is a compulsory credit for young students at this stage.
3． To enable students to understand the importance of the stable development of cross-Strait relations: Through the analysis of various variables that affect the stable development of cross-Strait relations, students can understand the importance of the stable development of cross-Strait relations. The content of the course mainly presents the national conditions of mainland China, the political ecology of the Communist Party of China and the economic and social development after reform and opening up, as well as the impact of China's current development on Asia and the world, so that learners can have a clear outline of mainland China.
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.
自編教材
《發現當代中國》，施哲雄主篇，揚智出版社;
《中國大陸研究》，張五岳主篇，新文京出版社
Self-compiled teaching materials
"Discovering Contemporary China", written by Shi Zhexiong, Yangzhi Publishing House;
"Research on Mainland China", written by Zhang Wuyue, Xin Wenjing Publishing House
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考期中考 midterm exam |
30 | |
| 平時平時 Usually |
30 | |
| 期末考期末考 final exam |
40 | 以筆記暨出席率計算 |
