本課程是希望透過中華民國憲法在台灣施行的經驗，瞭解落實憲政的成就與困境。在方法上是從歷史的回溯，梳理中華民國憲政發展的軌跡，其中包括治理制度的變遷，二方面是人權保障的「進」（人權保障的落實）與「退」（人權保障遭逢的困境）。期望學生可以深入理解我國實施憲法的機會與限制，作為我國持續憲政民主發展的知識基礎。This course hopes to understand the achievements and difficulties in implementing constitutional government through the experience of the implementation of the Constitution of the Republic of China in Taiwan. The method is to review the history of the development of constitutionalism in the Republic of China, including changes in the governance system. The second aspect is the "advance" (implementation of human rights protection) and "retreat" (difficulties encountered in human rights protection). . It is expected that students can have an in-depth understanding of the opportunities and limitations of the implementation of the Constitution in our country, which will serve as the knowledge base for the continued development of constitutional democracy in our country.
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.
李惠宗(1997)。憲法要意。台北：敦煌書局。
柯義龍(2009)。治理的憲政意涵集其理論基礎。台北：麗文文化事業。
Li, Huizong (1997). The essence of the Constitution. Taipei: Dunhuang Book Company.
Ke, Yilong (2009). The constitutional implications of governance set its theoretical foundation. Taipei: Liwen Cultural Enterprise.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考試期中考試 midterm exam |
45 | 課堂講述內容的整合 |
| 期末考試期末考試 final exam |
45 | 課堂講述內容的整合 |
| 課堂參與討論（含出席狀況）課堂參與討論（含出席狀況） Participate in class discussions (including attendance status) |
10 |
