This course aims to integrate the United Nations Sustainable Development Goals (SDGs) into project-based group activities, cultivating students’ interdisciplinary communication and problem-solving skills. Throughout the semester, students are expected to collaboratively manage their projects according to the established schedule. At the end of the term, each group will present their outcomes primarily in English, supplemented with explanations in Chinese, enabling visitors, faculty, and fellow students to clearly understand the creative concepts, implementation processes, and results achieved by each team.
本課程旨在結合聯合國永續發展目標（SDGs）之十七項議題，透過小組合作方式，培養學生跨領域溝通與問題解決的能力。學生需依課程規劃的時程推動專案進程，於學期末以英文為主進行成果發表與競賽，並輔以中文補充說明，以利參訪來賓及師生清楚理解各小組之創作理念、實作過程及成果內涵。This course aims to integrate the United Nations Sustainable Development Goals (SDGs) into project-based group activities, cultivating students’ interdisciplinary communication and problem-solving skills. Throughout the semiconductor, students are expected to collaboratively manage their projects according to the established schedule. At the end of the term, each group will present their outcomes primarily in English, supplemented with explanations in Chinese, enabling visitors, faculty, and fellow students to clearly understand the creative concepts, implementation processes, and results achieved by each team.
This course aims to combine the seventeenth issue of the United Nations Continuing Development Goals (SDGs) and cultivate students' cross-regional communication and problem solving through group cooperation. Students need to promote the project process according to the course planning, and conduct results presentation and competition in English at the end of the study period, and provide supplementary explanations in Chinese to facilitate visitors and students to clearly understand the creative concepts, practical processes and results connotations of each group.
「語文與溝通」課程讓教學現場成為以「學」「習」作中心的場域，而能培育「深厚的博雅底蘊」，乃以「溝通」為主軸，以「2＋1」為設計架構，落實「跨域」的對話。
在六大範疇的支柱中，「2＋1」的第一個概念是，突破中文、英文單一授課的模式，在中文、英文分別授課（2）與共時授課（1）的靈活運用裡，從建立聽說讀寫的基本能力作開端，奠定深度「連結」（Connect）的基礎，不僅讓語文成為專業學習與社會需求的基礎能力，更能對不同文化產生深度與廣度的對話。
「2＋1」的第二個概念是，以大二上（1）的成果展呈現大一兩學期（2）的學習成果，強調在學習的過程中，探索「語文與溝通」和專業學習、社會需求之間的關連，並在學習的成就感中，獲得學習的動機。
The "Traditional and Communication" course allows teaching to become a field with "learning" and "tutoring" as the center, and can cultivate "deep Boyadiz", which uses "communication" as the main axis and "2+1" as the design structure to implement "cross-domain" dialogue.
Among the six pillars, the first concept of "2+1" is to break through the single-teaching model of Chinese and English teaching, and in the flexible use of Chinese and English teaching (2) and co-teaching (1), establish the basic ability of listening and reading and writing, laying the foundation for deep "connection", not only makes language a basic ability to professionally learn and social needs, but also generate deep and broad dialogues for different cultures.
The second concept of "2+1" is to present the learning results of the second year (1) in the first year (2) of the freshman year (2), and emphasize the connection between "language and communication" and professional learning and social needs in the process of learning, and gain learning opportunities in the sense of accomplishment of learning.
SDGs and relevant information
Teacher made handouts and online resources
SDGs and relevant information
Teacher made handsouts and online resources
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| Final ProjectFinal Project Final Project |
75 | |
| ListeningListening Listening |
15 | |
| WritingWriting Writing |
10 |
