1. （1）通識教育的目的在於透由通識課程協助老師生命智慧與學生生命探索的相互宏通；通識課程不是專業教育的基礎課程；授課老師所提供的課程知識，只是讓老師生命智慧與學生生命探索相互宏通的藥引（催化劑）。因此，通識課程不只是知識學習，更加重視師生生命價值的相互提升，也就是知識與品格的相互成就。通識課程「老師的樣子」比「老師的知識更」為重要，「老師的樣子」正是老師的修為。
（2）「人文社會自然永續實踐」本為一體，不應區分有別，皆是以仁為本， 於人倫日用與天地萬物之間，師生共同實踐體悟生命智慧，而願意與己為善、與人為善、與自然為善。
（3）通識課程以自然領域為路徑引發學生「為天地立心」，以人文領域為路 徑引領學生「為生民立命」，以社會領域為路徑引導學生「為萬世開太平」，以經典與典範為路徑引動學生「為往聖繼絕學」，並融入人文、社會、自然等三大領域。
2. 全球暖化、糧食短缺、人口爆炸、新冠肺炎病毒、AI與物聯網的聯手、民粹主義、宗教衝突、戰爭、基因改造、假新聞、ChatGPT….種種威脅地球的危機日益嚴重，讓我們一起來關心地球，為地球盡一份心力，就是從自己的學習做起。多年來，聯合國系統始終應對這些憑藉任何一個國家都不能得到充分解決而需要合作努力的全球性問題，提供了重要的資訊。本課程嘗試從這些議題中選擇出一些發生在我們環境的現象作深入的認識與瞭解，希望透過討論來加深我們對這些問題的認知並思考如何面對及解決這些問題。本學期選擇宗教與世界秩序、基因改造與道德問題等兩個議題，進行深入討論。
1. (1) The purpose of general education is to help teachers' life wisdom and students' life exploration through the general education course; general education courses are not the basic courses of professional education; the course knowledge provided by the course teachers are just a medicine (catalyst) that allows teachers' life wisdom and students' life exploration to be interconnected. Therefore, the general course is not just about knowledge learning, but also focuses on the mutual improvement of the value of students' lives, that is, the mutual achievement of knowledge and character. The "teacher's like a teacher" is more important than the "teacher's knowledge". "teacher's like a teacher" is the teacher's cultivation.
(2) "Humanities and Society will naturally continue to be realistic" is originally one body, and should not be distinguished. They are all based on benevolence. Between human ethics and all things in the world, teachers and students work together to realize the wisdom of life, and are willing to be good to oneself, be good to others, and be good to nature.
(3) The general course uses the natural field as the path to guide students to "establish their minds for heaven and earth", uses the humanities field as the path to guide students to "establish their destiny for the people", uses the social field as the path to guide students to "open peace for the world", uses the classics and classics as the path to guide students to "resume to learn to the sacred world", and integrates into the three major areas of humanities, society, and nature.
2. Global warming, food shortage, population explosion, COVID-19, AI and Internet of Things, populism, religious conflicts, wars, genetic modification, fake news, ChatGPT.... The crisis that threatens the earth is becoming increasingly serious. Let us come together to care about the earth and have the best efforts for the earth, which is to start with our own learning. Over the years, the United Nations system has always provided important information on these global problems that require cooperative efforts that cannot be fully solved by any country. This course tries to select some phenomena that occur in our environment for in-depth understanding and understanding from these questions, hoping to deepen our understanding of these problems through discussions and think about how to meet and solve them. During this period, we selected two issues of religion and world order, genetic modification and moral issues, and conducted in-depth discussions.
由教師提供自製研習教材
Self-made research and teaching materials provided by teachers
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平時上課態度平時上課態度 Classes usually |
30 | 如主動提問、主動釋答 |
| 作業與報告書作業與報告書 Operations and Reports |
40 | |
| 出席率出席率 Attendance rate |
30 |
