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人文社會學群

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10502 人文社會
西洋美術史
高榮禧 教授

尋找興趣,提早準備,贏在起跑點!!想追求更多課本以外的專業知識嗎? 清華大學開放式課程為你種植了一座學習資源森林,等你來探索!現在就走進開放式課程的森林,品嚐最甜美的知識果實!

 
 
教學進度 
Syllabus

 
 
週 次       【          教          學         進         度         】

     


1

     
介紹寫實主義,主要代表作家─巴爾札克、庫爾貝、列賓、分析他們的畫 作、巴比松畫派代表畫家、繪畫題材與觀點上的轉變、剖析寫實主義對時間與動態的看法、與古典主義的比較,以及各畫派興盛時期  

2

     
 
介紹象徵主義,三位代表畫家─波克林、雷東、莫侯,分享伊底帕斯王的故 事 
介紹厭女主義下的產物─沙樂美以及哈姆雷特的劇情介紹 
介紹印象派與代表畫家─馬內 《草地上的午餐》、《奧林匹亞》 

3

     

介紹印象派,代表畫家─竇加、莫內、雷諾瓦、畢沙羅與其代表畫作 


4

     
 
介紹十九世紀下半葉,世紀末的藝術,與重要代表雕塑家─羅丹 《青銅時代》、《老娼婦》、《巴爾札克》、《加萊市民》、《地獄門》
介紹羅丹助手卡蜜兒的作品,與她和羅丹之間的情感 
介紹維也納分離派與其代表畫家─克林姆《茱蒂絲》與其風景畫 
介紹女性在世紀末被塑造的形象,與當時注重的繪畫技巧與道德觀
 

5

     
 
介紹19世紀末重要代表畫家羅克列克,其生平、創作特點、題材、風格、受到的影響、招貼畫等。 
介紹19世紀末重要代表畫家孟克,《生病的少女》、《吶喊》、《聖母瑪麗亞》、《馬哈之死》、其肖像畫等等,對藝術史的影響、他人對他的評價、對表現主義之影響。
 

6

     

介紹現代繪畫之父─塞尚其藝術理念、形式主義之美學、其藝術主張、繪畫風格、作品分析、印象派繪畫技巧與色彩的嘗試、與其他派別的關聯,以及其人物畫的畫面分析 。


7

       
介紹後印象與其代表人物─高更其生平、繪畫所受的影響、繪畫技巧與繪畫風格 ,及其代表畫作《天使與雅各的糾打》
介紹後印象與其代表人物─梵谷其生平、繪畫技巧、成雙的情結、模仿化與代表畫作  
第8

     
 
介紹野獸派、與其代表畫家畢卡索與馬諦斯的作品分析、配對作品、表現主義 
介紹中國藝術對野獸派的影響
介紹表現主義代表畫家凱爾希納與克利的繪畫風格與特色 
介紹表現主義代表畫家克利繪畫受到的影響與創作特色
介紹表現主義代表畫家克利、孟克其重要代表畫作與作品分析

9

     
 
介紹立體派與代表畫家喬治.布拉克的生平、畫風與畫作分析 
介紹立體派的特點與繪畫觀念與技巧 
介紹畢卡索各個畫風時期的作品、早期的代表作品、《亞維農的少女》、《三樂師》、《格爾尼卡》、 以女性為主題的創作、模仿古代大師的系列作品、超現實主義
 
第 10

     
補充說明《格爾尼卡》與介紹超現實主義 
介紹畢卡索的模仿大師系列作品作品分析 
介紹表現主義與代表畫家康丁斯基經歷、構圖概念、繪畫理念、藝術價值與其系列作品 
介紹風格派重要代表畫家蒙德里安作品風格、繪畫主張、風格轉變、對於藝術史、服飾、建築、家具設計等的影響與作品分析 
 
第11

     
介紹超現實主義的三點基本概念、其點創作精緻的屍體、代表作品《Hegel's Holiday》、《L'origine de la pendule》分析、代表畫家馬格利特與黑格爾、代表作家布賀東與黑格爾、代表藝術家曼‧雷、歐本漢、恩斯特
介紹曼‧雷的實驗短片EMAK-BAKIA 
介紹前衛藝術與代表藝術家班雅明 
介紹布紐爾與達利合作的影片安達魯之犬分析  
第12
 週

     

介紹後現代藝術之父杜象在藝術史的貢獻、在創作上的突破創新、對藝術觀念的影響、代表作《大玻璃畫》、《下樓梯的裸女》,作品中的寓意、對後代藝術的啟發,與達達主義 

第13

     
 
介紹超現實主義的起源、觀念、創作手法、創作理念、意義、內涵、比喻與代表畫家恩斯特、基里柯
介紹超現實主義代表畫家達利作品中的情結、象徵、關連性、多重影像、透露出的種種意向與同性戀情節
介紹佛洛伊德對超現實主義的影響:潛意識、夢、快速動眼期
 
第14
 週

     
介紹超現實主義代表畫家馬格麗特的作品《On the Threshold of Liberty》、《人類的狀況》畫作分析
介紹雕塑藝術簡史
介紹重要雕塑家布朗庫西、亨利‧摩爾、傑克.梅第與其雕塑作品介紹
 
第15
 週

     
 
介紹超現實主義代表畫家馬格麗特與其作品《Time Transfixed》畫面分析、繪畫空間技巧
介紹觀念藝術與代表畫家波伊斯、克萊因
 
第16
週
     
波洛克滴畫法,與中國美學相似之處
抽象表現主義重要代表畫家德庫寧、紐曼、高爾基
女性主義與代表畫家茱蒂‧芝加哥、辛蒂.雪曼、弗烈達‧卡羅與其作品
新表現主義的發展背景、特色與代表畫家
裝置藝術其代表藝術家阿爾曼與其作品《長期停車》
女性藝術家對女性的呈現,包括朵恩的《放輕鬆》和費妮的《解剖課》、《魚的眼睛》
女性藝術家費妮、辛蒂.雪曼的作品分析、行動藝術小野洋子、女性攝影家南希‧韋伯的反思
歐蘭的肉身藝術與其他女性主義代表藝術家與其作品 
 

 

瀏覽人次:337108
10502 人文社會
西蒙波娃系列1-西蒙波娃回憶錄閱讀演講
陳淑娟 教授
NTHU Open Courses Ware has planted a learning-material forest, now it’s waiting for you to explore! Now, go into the OCW forest, and taste the sweetest knowledge fruits.尋找興趣,提早準備,贏在起跑點!!想追求更多課本以外的專業知識嗎? 清華大學開放式課程為你種植了一座學習資源森林,等你來探索!現在就走進開放式課程的森林,品嚐最甜美的知識果實!

  

 教學進度
              Syllabus

講 次 教               學             進             度
第1講 ◆ 西蒙波娃小時候父母對她的影響以及她對母職的思考
  The parents influence on Simon Pova in her childhood and her thought of 
   mother   figures.
 第2講 ◆ 西蒙波娃選擇的文學家之路以及她對愛情的看法
  Simon Pova's choice of becoming a writer and her thought about love.
 第3講 ◆ 西蒙波娃生命中三個重要的人-冉冉、傑克、沙特
  The important three people in Simon Pova's life: Ran-Ran, Jack, and Sartre. 
 第4講 ◆ 西蒙波娃對沙特的崇拜與好友冉冉受愛情折磨而病逝
  Simon Pova adored to Sartre and suffered from friend Ran-Ran’s love. Finally, 
  she  died in torture. 
 第5講 ◆ 實例探索與書籍「越洋情書」、「再見沙特」簡介
  The brief introduction of the books: “Lettres a Nelson Algren” 
   and “Goodbye Saudi”
   

 

瀏覽人次:37949
10502 人文社會
西蒙波娃系列2-再見沙特閱讀演講
陳淑娟 教授

If you are seek for your interests, then prepare advanced so that you can lead the race right at starting line! Do you want to pursue more professional knowledge outside the textbooks? NTHU Open Courses Ware has provided a great number of learning-materials, now it’s time for you to explore! So, go to the OCW now, and enjoy utmost in it!尋找興趣,提早準備,贏在起跑點!!想追求更多課本以外的專業知識嗎? 清華大學開放式課程為你種植了一座學習資源森林,等你來探索!現在就走進開放式課程的森林,品嚐最甜美的知識果實!

 

【教學進度】
        Syllabus
講次 教             學             進             度

第1講

「再見沙特」前言與沙特年老時身體機能的衰退
  ◆ The forewords “Goodbye Sartre” and the fading of Sartre.
第2講  ◆ 沙特對於老年時的短期失憶感到不安與痛苦,但有時又以冷漠態度
   看待自己身體的變化。
   ◆ Sartre was painful because of his amnesia at his old age. However, 
       he sometimes faced his     body’s change unconcerned.
3講 ◆ 視力衰退對沙特這位喜愛閱讀與寫作的文學家所造成的打擊,以及沙特對
   死亡的看法。
   ◆ It was a big hit for Sartre about his visual deterioration. That also 
       changed  his thoughts toward
 4講 ◆ 死神的出現與波娃思考是否該告知沙特死亡將到臨?
   ◆The Death appeared and Pova thought whether to tell Sartre that the
    death is coming.
 第5講  ◆ 探討重新選擇是否會結婚與透過「三個摩梭女子的故事」瞭解摩梭族的
  走婚制度。
  ◆ Discuss whether they will marry if they can choose again, through “Three Modern Women 
      Story” to understand the marriage system.
 第6講 ◆ 探討與比較摩梭族的走婚制度。
  ◆ Discuss and compare the marriage system
  
    

 

瀏覽人次:32086
10402 人文社會
個體經濟學二
張寶塔 教授
There are five major parts of subjects to be introduced in this course. The subject of the first part are about the household. We will focus on individual consumer's decision making with and without uncertainty. In the second part, we will focus on the decision making at the level of individual firm. Given the technological opportunities available to it, how much output will a firm choose to see, and how will the firm go about producing this output? 
 
 
課程說明
        Course Description
        This is a two consecutive semesters course. There are five major parts of subjects to be introduced in this course. The subject of the first part are about the household. We will focus on individual consumer's decision making with and without uncertainty. In the second part, we will focus on the decision making at the level of individual firm. Given the technological opportunities available to it, how much output will a firm choose to see, and how will the firm go about producing this output? In the third part, the competitive model will be introduced. We will see a competitive market produces 
        results that are in some sense "good". In the fourth (will be convered in the Industrial Organization course), we will see different kinds of market structures. The price and output decisions under different market structrue will be analyzed and compared with those under perfect competition. In the last part, the problem of missing market will be discussed (will be covered in the Topics in Microeconomics Theory course). In the presence of asymmetric information, the markets for certain commodities may not come into existence. Even if markets exist, they may fail to allocate resources 
efficiently. 


指定用書
        Textbooks 
蔡攀龍, 張寶塔, 個體經濟學, 第二版, 2015

http://www.books.com.tw/products/0010693413

Pan-Long Tsai, Bao-Taa Chang, Microeconomics, second edition, 2015 
   
 
 
參考書籍
        References  
  Katz, M. L. and H. S. Rosen, Microeconomics, 3rd Editoin, Irwin, 1998. 
  Binger, B. R. and E. Hoffman, Microeconomics with Calculus, 2nd Edition, Harper Collions 
  Publisher, 1998 
  Perloff, J. M., Microeconomics: Theory and Applications with Calculus, 3rd Edition, Pearson, 
  2013
  Varian, H., Intermediate Microeconomics: A Modern Approcach, 8th Edition, W. W. North &  
  Company, 2010
 

 
教學方式
        Teaching Method
本課程以講授指定用書的內容為主,為充實部分主題將補充其他
  教科書的內容. 
 
This course will mainly deliver the content of the textbook and provide other

textbooks’ content as additional reference.
  
 
教學進度
        Syllabus
本學期將接續上學期個體經濟學一,由第六章開始,接著講授指定教科書的
  第八章到第十二章,平均每二至三週講授一章.每章課程講授完畢將舉行一

次小考
   
  
This semester will follow the course of Microeconomics (1) and start with 

chapter  6 of the textbook. The lecture covers chapter 6 and chapter 8 to chapter

It takes 2 to 3 weeks to teach per chapter. Moreover, a quiz will be held after a 

chapter is finished teaching. 
 
瀏覽人次:352505
10402 人文社會
台灣歌謠與文化
簡上仁 教授
本課程以台灣傳統民謠(包括原住民、福佬及客家等三大系統)及具有本土音樂元素的創作歌曲為基本素材以福佬系為主,探討其背後所反映的文化背景與內涵 ─ 包括風土民俗、政經活動、社會現象、歷史經驗、思想信仰、語言關聯及文學藝術等。 This course introduces three Taiwan folk music systems: aboriginal, Hoklo, and Hakka music. Taking songs with local elements as fundamental course references......
 
 
 

【課程說明】
           Course Description
       本課程以台灣傳統民謠(包括原住民、福佬及客家等三大系統)及具有本土音樂元素的創作歌曲為基本素材以福佬系為主,探討其背後所反映的文化背景與內涵 ─ 包括風土民俗、政經活動、社會現象、歷史經驗、思想信仰、語言關聯及文學藝術等。 
       整個課程雖以嚴謹的態度來進行,但寓教於樂,讓學生從優美的旋律與雋永的歌曲中,感受文化的意義和特質。也讓學生回顧先民走過的歷史軌跡,吸收老祖先的養份,以走出健康而正確的未來。

This course introduces three Taiwan folk music systems: aboriginal, Hoklo, and Hakka music,in particular about Hoklo music system.Taking songs with local elements as fundamental course references, we will investigate the culture, customs, traditions, political activities, social phenomena, history, beliefs, and literary arts.  
We expect those beautiful rhythms and evocative songs will inspire students to grasp the meanings and Characteristics of Tawanese culture. By following our ancestor’s’ footsteps, we hope all our students will reach out to a bright future.

 
 
 

【指定用書】
          Course Materials

本課程並無教科書,由教師編撰講義。
 

No textbook is required for this course. We will provide lecture notes as needed. 



【參考書籍】
          References

楊兆禎《客家民謠九腔十八調的研究》,育英出版社,1974。 
吳瀛濤《台灣民俗》,眾文圖書公司,1977.9。 
 呂炳川《呂炳川音樂論述集》,時報文化出版公司,1979。 
 ♠ 簡上仁《台灣音樂之旅》,省政府新聞處,1983.6。
  (眾文書局,1992.9,二版)。 
 ♠ 許常惠《現階段台灣民謠研究》,樂韻出版社,1986.2。 
 ♠ 許常惠《台灣音樂史初稿》,全音樂譜出版社,1991.9。 
張釗維《誰在那邊唱自己的歌》,時報文化,1994。 
 翁嘉銘《迷迷之音》,萬象圖書公司,1996。 
 陳郁秀主編《台灣音樂閱讀》,玉山社出版公司,1997.8。 
陳郁秀主編《音樂台灣一百年論文集》,白鷺鷥文教基金會,1997.11。 
  曾慧佳《後流行歌曲看台灣社會》,桂冠圖書公司,1998.12。 
♠ 簡上仁《台灣民謠》,簡上仁《台灣音樂之旅》,自立晚報出版部,1988.6。
簡上仁《台灣福佬系民歌的淵源及發展》,自立晚報出版部,1991.9。 
簡上仁《台灣的囝仔歌》,自立晚報出版部,1996.5(二版一刷)。 
簡上仁《台灣福佬系民謠 — 老祖先的台灣歌》,1998.7,漢光文化公司 
楊麗祝《歌謠與生活》,稻鄉出版社,2000.8。 
簡上仁《台灣福佬語語言聲調與歌曲曲調的關係及創作之研究》,眾文圖書公司,
  2001.2。 
  《Voices of Eternal Spring: A study of the Hingcun diau Song Family and Other 
  Folk Songs of the Hingcun Area, Taiwan》,Department of music, University of  Sheffield,博士論文,2008。 
 ♠ 簡上仁《綠島民間歌謠》,台東縣政府,2009。

 


【教學方式】
        Teaching Strategies

1.講述: 由老師依講義所設計的順序,講授詳細內容 

Lecture: Following teacher’s handouts
2.教唱: 先由老師示範演唱再由學生習唱,讓學生從歌唱中感受歌曲的情境。 

Song Teaching:Teacher’s demonstration and students’ practicing
3.賞析: 運用DVD、CD等影音作品,提高學生的學習興趣。

Appreciation and analysis:Watching related DVD & CD,etc.

 

 

 【課程進度】
            Progress Descriptions
      首先建立正確的台灣歌謠及文化的定義;再從各種不同的文化主題為重心,以歌謠為例,來探討歌謠背後所代表的意義,課程的進度如下:  
First, we will define〝Taiwanese folk music and culture〞.After that, from different perspectives of Taiwanese culture, we will explore the meanings behind Taiwanese folk songs with various examples.  

第1週    台灣民謠的定義
第2週    台灣歌謠的範疇
第3週    台灣歌謠的特質
第4週    台灣歌謠與文化的關聯(縱的觀察)
第5週    台灣歌謠與文化的關聯(縱的觀察)
第6週    歌謠中的歷史腳步聲
第7週    歌謠中的台灣生命力
第8週    歌謠中的文學氣質
第9週    歌謠中的語言音調之美
第10週  歌謠中的年俗節慶
第11週  歌謠中的兒童趣譚
第12週  歌謠中的女人一生
第13週  歌謠中的動人愛情故事
第14週  歌謠中的人生價值觀
第15週  歌謠中的思鄉情懷
第16週  台灣歌謠與社會變遷
第17週  台灣歌謠與族群融合
第18週  期末考試 

Week 1
Definition of Taiwanese Songs
Week  2 

Range of Taiwanese Songs

Week 3
 
Relations between Taiwanese Songs and Culture
 (Observation from perspective of cultural development)
Week 4
 
Relations between Taiwanese songs and culture
(Observation from perspective of cultural patterns)
Week 5

Vitality of Taiwanese songs

Week 6
The Relation between Taiwanese Songs and Language Tones
Week 7
Literary qualities of Taiwanese songs
Week 8
A Sketch of Taiwanese Children’s Songs
Week 9

Women’s lives in Taiwanese songs

Week 10
Historical Development of Taiwanese Songs (3-1)
Week 11
Historical Development of Taiwanese Songs (3-2)
Week12
Historical Development of Taiwanese Songs (3-3)
Week13
Festivities in Taiwanese songs
Week14 
Blending of ethnic groups in Taiwanese songs (2-1)
Week15  Blending of ethnic groups in Taiwanese songs (2-2)
Week16
The Development of Taiwanese Folk Songs into Taiwanese Opera

 

瀏覽人次:182407
10402 人文社會
文學與創作導論
李癸雲 教授
本課程旨在帶領學生認識文學與創作的內涵,進而思考文學與創作的意義,冀能培養閱讀欣賞文學的能力,以及創作的興趣。本課程定位於「導論」,因此將依序探討文學的本質問題、各種文類區別、文學與創作裡的關鍵議題等。本課程有別於「文學概論」等理論性課程,本課程將以文本實證來進行每個主題探討,包括現代詩、現代散文......
  
   
【課程說明】 
        Course Description  
        本課程旨在帶領學生認識文學與創作的內涵,進而思考文學與創作的意義,冀能培養閱讀欣賞文學的能力,以及創作的興趣。本課程定位於「導論」,因此將依序探討文學的本質問題、各種文類區別、文學與創作裡的關鍵議題等。本課程有別於「文學概論」等理論性課程,本課程將以文本實證來進行每個主題探討,包括現代詩、現代散文、現代小說和電影等各類文本的經典作品創作概念。  
The purpose of this course is to help students know literature and creations. And then figure out the meaning of literature and creations. This may help them build up the competency of reading and enjoying literature. Moreover, they may have interested in creations. The position of this course is “introduction”. Therefore, we will discuss the nature of literature, the difference between literature, the key issues about literature and creations. This course is different from “Introduction to Literature”. We will use some examples to discuss every topic. It includes modern poems, modern prose, modern novels and movies.
 
 
 

【教學方式】
        Teaching Method
        本課程主要由教師來導讀與分析各個單元主題與文本、帶領同學進行理論與文本的對應閱讀,並在 課堂中設立各種相關議題,提供學生思考並討論。本課程將使用power point等多媒體方式講授,以期清楚而豐富的傳達觀點。學生則應在課堂上或小組討論時間充分表達對議題之看法,讓教師能理解學生的吸收與反應,也能訓練其表達能力,同時提供一個論辯的開放場域。
The course is mainly taught by the teacher and the teacher will explain every topic or cases. The teacher will help students discuss theory and cases study. Meanwhile, set up some topic related to the course to let students discuss and figure out something during the course. The course will use power point to give out the lecture in order to give out a clear points of view. Students should give out their point of view to the topic. Therefore, the teacher can notice whether students can understand courses or not.It may train the students’ ability of expression. Moreover, we provide an environment for debating.

 
 
 
 
【教學進度】 
        Syllabus  
2/17   課程介紹,作者已死?
是誰在寫作? 
4/20 譬喻的生成
2/24   小說的基本要素  4/27 開始與結局
3/2 小說中的想像世界  5/4 創作的意義與創意寫作
3/9  散文的紀實與虛構 5/11 *演講:創意書寫與書法(名書法家陳世憲)
3/16 如何閱讀一首詩 5/18 同志書寫
3/23  *創作練習(以詩為例) 5/25 女性形象
3/30 電影與文學 6/1 符號的建構
4/6 *校際活動周,停課一次 6/8 真實的反思 
4/13 電影的動態語言 6/15 期末考
  
 

 
   【指定用書:老師自編講義  】
        Textbooks
 文學與創作導論閱讀書目(講義內容則先依文類再依主題順序編排)    
  
     1.課程介紹,作者已死?是誰在寫作?  詩 席慕蓉〈一棵開花的樹〉、夏宇〈連連看〉;
小說 王文興〈欠缺〉
     2.小說的基本要素  小說 白先勇〈玉卿嫂〉 
     3.小說中的想像世界 
小說 李癸雲〈小偷〉、朱天文〈世紀末的華麗〉、 駱以軍〈哀歌〉 
     4.散文的紀實與虛構 散文 阿盛〈廁所的故事〉、楊牧〈搜索者〉
     5.如何閱讀一首詩 詩 余光中〈鄉愁〉、夏宇〈歹徒甲〉〈冬眠〉、洛夫〈因為風的緣故〉、李癸雲〈感覺〉
     6.電影與文學  小說 張愛玲〈紅玫瑰與白玫瑰〉;電影〈傾城之戀〉、〈紅白玫瑰〉、〈色,戒〉
     7.電影的動態語言  電影 侯孝賢〈戀戀風塵〉、〈悲情城市〉、彼得.傑克森〈魔戒〉
     8.譬喻的生成  散文 簡媜〈含笑〉;小說 張愛玲〈金鎖記〉;
電影 蔡明亮〈天邊一朵雲〉
     9.開始與結局  詩 席慕蓉〈青春〉、夏宇〈南瓜載我來的〉;小說 黃春明〈看海的日子〉、張曼娟〈海水正藍〉
    10.創作的意義與
        創作
散文 三毛〈懸壺濟世〉、劉梓潔〈父後七日〉;
小說 朱天心〈想我眷村的兄弟們〉
    11.同志書寫 
散文 白先勇〈樹猶如此〉;小說 邱妙津〈鱷魚手記〉;歌詞 李格弟〈告別〉
    12.女性形象
小說章緣〈更衣室的女人〉;電影張艾嘉〈小女小漁〉、〈203040〉
    13.符號的建構  電影李安〈臥虎藏龍〉、張藝謀〈大紅燈籠高高掛〉、 陳凱歌〈霸王別姬〉
    14.真實的反思 
小說 張大春〈將軍碑〉;電影 楊德昌〈恐怖份子〉、阿巴斯〈生生長流〉、 莎莉.波特〈美麗佳人歐蘭朵〉 

 
 
 
【參考書籍】
        References 
馬悅然、奚密、向陽主編《二十世紀台灣詩選》(台北:麥田出版,2005二版)
 鄭明娳《現代散文類型論》(台北:大安,1999二版)
 鍾怡雯、陳大為編《天下散文選ⅠⅡ》(台北:天下文化,2010)
 鄭樹森編《現代中國小說選》(台北:洪範書店,1989) 
 張堂錡《現代小說概論》(台北:五南圖書,2003)

 
電影:侯孝賢《戀戀風塵》《悲情城市》彼得傑克森《魔戒》《金剛》 陳凱歌《霸王別姬》張 藝謀《大紅燈籠高高掛》李安《臥虎藏龍》
♠ 李欣頻《十四堂人生創意課》(台北:東觀國際文化,2005二版) 


Anne Lamott著,朱耘譯《關於寫作:一隻鳥接著一隻鳥》
(台北:晴天,2009) 

    
   

 

瀏覽人次:250623
10302 人文社會
犯罪偵查科技
李承龍 教授
福爾摩斯見微知著的觀察力總讓你崇拜不已嗎?工藤新一精確的推理過程一直使你心醉神迷嗎?《CSI犯罪現場》的採證技術都讓你感到驚奇無比嗎?那你絕對不能錯過在現實中體驗故事情節的大好機會!如果你覺得精妙的破案只能在影集中出現破除迷思就在這! Do you admire Sherlock Holmes’s meticulous observation, detective Conan’s accurate reasoning or Crime Scene Investigation’s evidence collecting technology? Then you can’t miss this great opportunity to experience the story plot in real life! If you think solving the crimes sophisticatedly only appear in films, you must take this course to dispel the myth!
 
 

 
【課程介紹】
        Course Description 
   犯罪偵查科技泛指與偵辦案件相關的應用科技。近年來由於CSI(犯罪現場調查)等犯罪調查影集的流行,社會大眾對於當中目眩神迷的辦案科技印象深刻,但在真實世界的科技是否相同?『神奇』的辦案科技應如何區分真假?凡事講求科學證據的現代社會,熟悉『犯罪偵查科技』將有助於瞭解科學搜證的真諦。 懂得運用科技、發揮物證的證據力,不僅可以保護自己,更能協助他人,是大學通識課程講求全人教育,最不可或缺的一門課。   
      Recently, due to the popularity of crime investigation series, such as CSI: Crime Scene Investigation, the public are impressed by the fascinating investigation technology in the drama. Such investigation technology is so-called Crime Investigation Technology, which refers to the application technology related to investigation cases. 
However, are those investigation technology the same as that of in the real life? How can we differentiate those investigation technology between true and false? In modern society where everything is scientific evidence, being familiar with Crime Investigation Technology would be helpful for understanding the true meaning of forensic science. By knowing how to make good use of technology and physical evidence, we can not only protect ourselves but assist others. Also, this course is the most indispensable one that fit in the idea of Holistic Education which university general education emphasized.  
 
  
   「犯罪偵查」包含自然科學與社會科學等跨領域的知識範疇,具有高度整合性的學術內涵,以偵查原理、偵查科技、偵查法學與現場偵查為核心領域,課程中藉由犯罪現場調查的過程,分析各類犯罪模式及現場物 證, 並討論最佳的偵查技巧和科技。經由案件偵查管理的探討,強化偵查作為和運用科技,可以促動犯罪偵防的機制。 
      Crime Investigation includes interdisciplinary knowledge of natural science and social science, which has a highly integrated academic connotation, with investigation principles, investigation technology, forensic investigation, crime scene investigation as its core areas. Through the process of crime scene investigation, we would analyze different crime patterns and on-site physical evidence, then discussing the best investigation techniques and technology in this course. By probing into Investigation Case Management, strengthening the investigation techniques and technology can promote the detection and prevention of crime.
  
  
    本課程除了探討各種先進的偵查科技外,對於當前眾所關切的毒品問題、數位影像等議題,做更深入的討論,同時藉由實際案例與老師豐富的辦案經驗,介紹犯罪偵查的全貌,並學習如何經由現場保全、勘察,來蒐集物理性、化學性和生物性的關鍵跡證。而善用物證的鑑定結果,結合邏輯推理、經驗法則,即可達成現場重建、發掘犯罪事實真相的目的。  
   課程的最終目標希望引發同學對『科學辦案』的興趣,並培養正確的蒐證觀念,訓練學生獨立思考、蒐集資訊、解決問題的能力。   
    Besides discussing all advanced investigation technology, this course would have deeper discussion about drug issue and digital images issue, which are issues of current concern. Also, with actual cases and the teacher’s rich experience in case handling, this course would introduce the whole picture of crime investigation and learn how to collect physical, chemical and biological key traces through on-site preservation and investigation. By the identification results of physical evidence and logical reasoning as well as rules of thumb, we can achieve crime reconstruction and discover the truth of the crime.  
    This course aims to motivate students’ interests in scientific investigation and to cultivate the correct forensics concepts, and also to train them with abilities of thinking independently, collecting information and problem solving. 
 
 
 
 
【指定用書】
        Text Book 
 "Forensic Science Today” Student Edition, Second Edition, Dr. Henry C. 
 Lee,George Taft,Kimberly A. Taylor J.D., Jeanette Hencken July 1, 2009.
 
 

【參考書籍 】
        References 
 Dr Henry Lee's Forensic Files: Five Famous Cases, Scott Peterson, Elizabeth Smart and More... by Henry C. Lee and Jerry Labriola ( 2 May 2006)
 Investigation and Prevention of Officer-involved Deaths by Cyril H. Wecht, Henry C. Lee, D.P. van Blaricom, and Mel Tucker (7 Dec 2010)
 Real World of a Forensic Scientist: Renowned Experts Reveal What it Takes to Solve Crimes by Henry C. Lee, Elaine M. Pagliaro, and Katherine (1 Aug 2009) 
 Shocking Cases by Dr. Henry Lee and Jerry Labriola ( 15 Jul 2010) 
犯罪現場:李昌鈺刑事鑑定指導手冊,李昌鈺等編著,民國92年,商周出版。 
 刑事鑑識概要與採證要領,駱宜安,民國81年,警察專科學校出版。
 神探李昌鈺破案實錄,李昌鈺口述、鄧洪整理,民國95年,時報出版 
♠ 讓證據說話:神探李昌鈺破案實錄2,李昌鈺 劉永毅,民國95年,時報出版 
 重返319槍擊現場,李昌鈺 歐尼爾 夏珍/著 ,民國94年,時報出版
  
 
 
 
 【教學方式】
         Teaching Method 
     整體教學進度以『犯罪偵查』為主軸,介紹犯罪偵查科技的重點與流程。首先是建立犯罪偵查理論基礎,透過現場偵查、偵查原理、偵查科技,來分析犯罪模式;再來以主題式討論各類犯罪偵查科技作為。 
     每堂課要求學生將課堂心得、作業、參考資料等,以數位化方式整理並收集,藉以反映課堂的收穫與自身想法的提升,具體表現出學習前、後的差異,呈現學習過程和成果。期中、期末將透過同學的上台報告,整合階段性的學習重點。藉由推演、模擬各類情況,訓練同學邏輯推理能力,並建立完整的偵查科技概念。除了讓學生認識「犯罪偵查科技」和培養邏輯的推理能力外,更重要的是學習如何「自我保護、幫助他人」。  
 
The overall teaching progress is based on Crime Investigation, introducing the key points and process of Crime Investigation Technology. First is to establish the theoretical basis for Crime Investigation, then analyzing crime patterns with on-site investigation, investigation principles, and investigation technology, and then discuss various types of Crime Detection Techniques in a thematic manner.
The course requires students to collect and organize their feedbacks, homework, references in a digital way, so that they can reflect and elevate their thoughts and specifically showing the difference before and after attending the course, presenting the learning process and results. About midterms and finals, students would have presentations to review the course contents. By deducing and simulating all kinds of situations, students would gain the ability of logical reasoning and establish a complete concept of Investigation Technology. In addition to understanding Crime Investigation Technology and cultivating the ability of logical reasoning, it is far more important for students to learn the ability of self-protection and helping others.


 
【教學進度】
        Syllabus 

【周    次】

【    進      度  】

周     次】

【     進       度   】

Week  1  課程簡介 WeeK 10 邀請專家演講
Week  2 偵查科技概論  WeeK 11 詐欺偵查科技 
WeeK 3 現場保全及採證  WeeK 12 毒品偵查科技 
WeeK 4 命案偵查科技  WeeK 13 電腦犯罪偵查科技 
WeeK 5 車禍偵查科技  WeeK 14 數位/影像偵查科技 
WeeK 6 綁票偵查科技 WeeK 15 新興犯罪偵查科技 
WeeK 7 火災偵查科技  WeeK 16 3D現場重建 
WeeK 8 性侵害偵查科技  WeeK 17 期末分組討論 
WeeK 9 期中考/期中報告  WeeK 18 期末考/期末報告 
 

 

瀏覽人次:255256
10301 人文社會
《資治通鑑》選讀:兩晉
張元 教授
清大張元教授溫厚而富有情感的聲調有如吸飽墨水的毛筆,風雅而有趣的敘事方式述說歷史故事,彷彿是以學生的腦海為畫布,栩栩如生地描繪出兩晉人物的愛恨嗔癡、道盡沒入歷史洪流的悲歡離合!邊聽故事邊看書不該只是幼童的特權!美好的聽書經驗不應只待成追憶!還在尋找心中嚮往的那位說書人嗎?NTHU Prof. Yuan Chang’s warm and moving tone is like a writing brush full of ink. He tells history stories in an elegant and interesting way as if he paints in students’ brain as canvas. His drawing describes people’s love and affections livelily in Jin Dynasties, and tells the feelings and emotions fading into the flow of history.
 
 
 
【課程介紹】
     
 Course Description
     《資治通鑑》是一部經典名著,閱讀這部名著,就像閱讀任何經典一樣。我們應該如何閱讀經典作品呢?喬治.史坦納在《勘誤表—審視後的生命》一書中提及我們讀經典時:「經典會問我們:『你了解了嗎?』『你負責任地重新想像了嗎?』『就我提出的種種問題,和蛻變後更豐富的種種潛力,你準備好以此採取行動了嗎?』」(頁22)這也許就是我們閱讀經典的目標和方法,《資治通鑑》的閱讀自然也不例外。本次課程以「兩晉」部分為主要內容。我們選取《通鑑》中的某些片段,或配合正史中的記載,或配合王夫之的《讀通鑑論》,也選一點當今學者的研究,組成閱讀的資料。每一段資料都有標題,資料力求精簡,閱讀力求深入。一個學期所讀《通鑑》可能不多(大概無法達成課程進度所列的內容),但希望養成「熟讀精思」的讀書方法與習慣。 

       本課程希望修習同學在閱讀資料時思考問題,上課時發表各自的意見,形成討論。本課程以思考傳統史著中的「問題」為主,上課不會作古文的白話語譯,同學多讀之後,古文閱讀能力自然加強。 唐人的詩:「萬里山河唐土地,千年魂魄晉英雄」,近人宗白華撰有〈論《世說新語》與晉人的美〉一文,均突顯晉代人物的特色。所以,儘管西晉政局甚亂,東晉內爭不休,仍有其他時代所無的特殊景色,可以「觀看」。閱讀《通鑑》,宛如進入時光的旅程,運用想像力的眼睛,觀看一番。 

       上課開始的十分鐘,有一「開場白」,介紹一本不是歷史,也不是小說的課外書。卡爾維諾在《為什麼讀經典》(時報出版)一書述及「經典」時,提及經典的閱讀與現代作品的閱讀,應是互為背景。他說:「我們可以說,能夠從閱讀經典中獲得最大利益的人,是有技巧地輪流開讀經典與適當代資料的人。」(頁7),「開場白」的作法,即師其意。我們閱讀此書,雖然只是片段,也可以看到一些精彩的故事與動人的情景,只要用心去體會許許多多記錄者、撰述者一字一句寫下這些文字時,蘊藏心中的關懷與感動,這些故事與情景就會產生撼動的力量,讓我們有所轉化,把我們的情志修養帶向更高的境界,讓我們成為繼承傳統優良文化,形塑明日理想社會的好公民。
 
 "Zizhi Tongjian" is a classic masterpiece. Reading this masterpiece is like reading any other classics. How should we read a classic work? In the book " Errata: An Examined Life," George Steiner mentioned, “When we read the classics, they would ask us, ‘Do you understand yet?‘ ’Are you responsible to re-imagine yet?’ ‘As the various issues I raised and all the richer potential after transformation, are you ready to take action based on it?’”(p. 22) This is perhaps the goal and way by which we read classics. "Zizhi Tongjian" is naturally not an exception. The course focuses on “the Jin Dynasties.” We choose part of "Zizhi Tongjian," with the official history, or with Wang Fu-chih's "Theory of Reading Zizhi Tongjian," and also choose a little research of contemporary scholars to consist of reading materials. Each part of information has a title. The information is as simple as possible, and reading is as deep as possible. In a semester, the reading may not be much (probably cannot cover the entire syllabus), but I hope you develop a studying methods and habits with "deep reading and thinking".
  
This course requires students to think when reading materials, present their own opinions in class, and discuss. This course focuses on thinking traditional questions in history books. The old language will be translated into vernacular Chinese. After reading more, the ability to read ancient writing will be enhanced. As a Chinese poem goes, "Million miles of mountains and rivers on Tang’s land, Millennium souls of Jin’s Heroes." Bai-Hua Zhuan composed an article, Discussion of “Shih-Shuo-Hsin-Yu” and the beauty of Jin people. Both the poem and article emphasize the feature of Jin people. So even though the Western Jin was in the political chaos, and the Eastern Jin in the endless domestic argument, another scenery that can’t be seen in other eras still can be viewed. Reading "Zizhi Tongjian" is akin to time travel where you can imagine and view the past.
  
In the first 10 minutes of the class, there is a "prologue" to introduce an extra book which is not a history book nor fiction. In the book "Why Read the Classics" (Times published), when Calvino mentioned classics, he thought reading of classics and reading of modern works should be mutually backgrounds. He said, "This, then, is the reason why the greatest “yield” from reading the classics will be obtained by someone who knows how to alternate them with the proper dose of current affairs."(P. 7) "Prologue" is meant to deliver this thought. When reading this book, despite only a fragment, you can still see some wonderful stories and touching scene. As long as you try to understand every single word written by many recorders and writers and the concern they hold in their heart, the power of these stories and scenarios will develop and transform us. Our emotional accomplishment will be brought to a higher level. Let’s become good citizens who inherit excellent cultural tradition and shape the ideal society of tomorrow. 
 

【指定與參考用書】
        Textbooks and References
 《資治通鑑》、《晉書》、《世說新語》、《讀通鑑論》的片段。

"Zizhi Tongjian"、”Book of Jin”、”Shih-Shuo-Hsin-Yu”、 "Theory of Reading Zizhi
 Tongjian,"
The books and papers related to "Zizhi Tongjian" in the library



 
【教學方式】
       Teaching Methods
 由於這不是教師一人「演講」式的課,而是大家進行「討論」的課,所以,修習同學必須
  出席。課前需閱讀,上課應發言。 
  Because this is not a lecture class but a discussion class, instead, students have to
  attend classes, review, and discuss.
   
 

【教學進度 】
        Syllabus
 
 【WeeK1】
《資治通鑑》是一本怎樣的書 
Course Description:What Kind of Book is "Zizhi Tongjian" 
 
 【WeeK2】
晉武平吳 天下一統(一) 
Emperor of Jin Defeated Wu, the World Was United I 
     1.羊祜王濬 乗積極準備
     Yang Hu and Wang Jun actively prepared
     2.賈充專權 女適太子
     Jia Chong held the power, a woman served the prince
     3.羊陸對峙 佳人佳話
     Yang Hu and Lu Kang battled, nice people and words
 
 
【WeeK3】
晉武平吳 天下一統(二)
Emperor of Jin Defeated Wu, the World Was United II 
     4.范粲不言 亢志堅忍
     Fan Tsan’s silence, will, and persistence
     5.羊祜上疏 籲主伐吳
     Yang Hu’s Letter to the Emperor, advise the king attack Wu
     6.馬隆西討 平定涼州 
     Ma Lung attacked the west, conquered Liang Chou
     7.姿貌魁偉 文武長才
     Tough appearance, talent in both military and civil field
 
  
【WeeK4】
晉武平吳 天下一統(三) 
Emperor of Jin Defeawted Wu, the World Was United III 
     8.武帝決定 大舉伐吳
     Emperor of Jin decided to attack Wu.
     9.并官務農 省事清心
     Officers became a farmer, relaxed and free
     10.一片降幡出石頭
     A white flag hung on the castle.
 
 
 
【WeeK5】
侈汰無度 動亂不已(一) 
Extravagance and Turmoil I 
     1.豪貴驕奢 風氣侈靡
     Luxurious nobles, extravagant fad
     2.分封子弟 並未之國 宗王出鎮 坐擁強兵 
     Coronate courtier, King of Tsung owned great military power
     3.楊駿敗陣 賈后專朝 天理既絕 大亂將作
     Yang Jun failed, Empress Jia led the empire, justice disappeared, the turmoil began
     4.名教自然 將無同!
     No difference between Confucianism and Taoism
 
  
【WeeK6】
侈汰無度 動亂不已(二) 
Extravagance and Turmoil II 
     5.拓跋興起 西略諸國
     Tuoba rose, attacked western countries
     6.羌胡內徙漢人侵之 性悍情憤暴害不測 反其舊土戎晉不雜 不憚小勞長享安逸
     Qiang and Hu moved, Han invaded
     7.賨李入蜀 蜀民大悅
     Tou Lee entered Shu, Shu people were happy
     8.驕者必敗 識者知之Pride goes before a fall, wise men know
 
 
 
【WeeK7】
中原板蕩 西晉覆亡(一) 
Central Plain Chaos, Western Jin Doom I 
     1.四海鼎沸 胡族奮起
     Four seas boiled, Hu rose
     2.劉淵稱王 英傑為輔
     Liu Yuan became a king, the talented assisted
     3.羯人石勒 漸露頭角
     Shi Le from Jie was coming
     4.陳敏據有江東 英俊不附 顧榮輕揮羽扇 敵眾潰逃
     Chen Min occupied the east of the river, handsome and independent, Ku Jung waved the feather fan, all enemies escaped
     5.李雄稱帝 盜亦有道 
     Li Hsiung became a king, a robber also has his talent
  
 
【WeeK8】
    期中測驗 
     Mid-term
 
【WeeK9】
中原板蕩 西晉覆亡(二)
Central Plain Chaos, Western Jin Doom II 
     6.清靜為政 江東歸心
     Silent politics, the east of the river was back
     7.石勒勢力 不斷增長
     Shi Le’s power continued to grow
     8.江左夷吾 正色新亭
     Yi Wu from the east of the river, Pure color of Xin Ting 
     9.東夷不靖 慕容興起
     East was not peaceful, Murong rose
     10.石勒趨向 張賓獻策
     Shi Le leaned, Zhang Bin provided a plan 
 
   
【WeeK10】
中原板蕩 西晉覆亡(三)
Central Plain Chaos, Western Jin Doom III
     11.受制於人 吳人恚怨
     Controlled by others, Wu resented
     12.擊楫渡江 誓復中原
     Beat with paddles, swear to recover Central Plain
     13.妄殘殘虐 宜其覆滅 
     Cruel torture, doom again
     14.西晉一代 干寶總結 
     Western Jin, Gan Bao made it end
 
  
【WeeK11】
帝即位 祚延江東
Emperor Chaired, Blessing Extended to the East of the River 
     1.御床共坐 王導固辭
     Emperor’s bed was shared, Wang Dao quit
     2.刻碎之政 內亂不免
     Bad policy, civil war was unavoidable
     3.王敦舉兵 士人惶惑
     Wang Dun attacked, scholars were anxious 
     4.廷尉山頭 蘇峻起事
     Official controlled, Su Jun rose
     5.温嶠陶侃 擊滅蘇峻
     Wen Jiao and Tao Kan defeated Su Jun
     6.聰敏恭勤 明毅善斷 窺窬之志 折翼而止
     Intelligent diligent bright determined, secret will stopped
  
 
【WeeK12】
胡羯雄張 中原動盪(一) 
Rise of Hu and Jie, Central Plain Turmoil I 
     1.越石孤忠 宜在褒恤
     Yueh Shih was royal alone, worth compliment
     2.遼東士民 不問華夷
     Liaodong people did not know Central Plain
     3.關中情勢 擾攘不安
     The situation in Guanzhong was chaotic
     4.隴上壯士 有陳安
     Lungshang man, Chen An
     5.救援洛陽 擒獲劉曜
     Saved Loyang, arrested Liu Yao
     6.掃平秦隴 石勒即位
     Stuck Chinlung, Shi Le became a king
  
 
【WeeK13】
胡羯雄張 中原動盪(二)
Rise of Hu and Jie, Central Plain Turmoil II 
     7.國家禍根 宜早清除
     The root of domestic disasters needed cleaning earlier
     8.石勒去世 動亂即起
     Shi Le passed away, the turmoil began
     9.關山萬里 致忠朝廷
     Thousands of miles of people were royal to the government
     10.石趙君主 禮佛敬僧
     King Shi Zhao respected Buddhism and monks
     11.石虎父子 奢糜殘暴
     King Shi Zhao respected Buddhism and monks
     12.乃心宗國 得歸故里
     Who royal to the country could go back to homeland
 
  
 
【WeeK14】
木猶如此 人何以堪(一) 
Wood was damaged, people suffered I 
     1.東晉兩宋 船山絜論
     Jingzhou’s entrance was controlled by Huan Wen
     2.荊州門戶 桓温當之
     King of Shu was too proud, Huan Wen defeated him
     3.蜀主驕淫 桓温克之
     Who killing brothers and Father is cold-blooded
     4.殺弟謀父 禽獸不如
     Who killing brothers and Father is cold-blooded
     5.危難當前 嚴肅對待 訴之情理 化解無形 
     Danger was coming, took it serious, through reasoning and attachment, solved it
 
   
【WeeK15】
木猶如此 人何以堪(二) 
Wood was damaged, people suffered II 
     6.身處喪亂 何其難也
     Led army into Central Plain as if no one there
     7.揮軍入關 不渡灞水 捫蝨而談 旁若無人
     If Chin people had been there, they would have known Fu Sheng was falsely incriminated.
     8.秦人若在 當知苻生之多誣 東海王堅 能得英雄之為助
     Wang Chien from East China Sea could get heroes help.
     9.安石不出當如蒼生何
     Anshi did not become a official, what could people do
     10.思念愛子 鬢髮中白 
     Missed the beloved son, hair became white
 
  
【WeeK16】
木猶如此 人何以堪(三) 
Wood was damaged, people suffered III 
     11.用兵之道 豈在殺戮
     Huan Wen attacked northward, not following Hsi Chao’s ide, stayed at Fangtou, defeated by Murong
     12.桓温北伐 不從郗超之謀 枋頭徘徊 終為慕容所敗
     The truth of history cannot be covered
     13.史事之實 終不能沒
     ang Meng’s idea was refuted by Sima Guang
     14.王猛計謀 温公斥之
     Huan Wen desired the crown, Wang and Hsieh resisted with whole effort
     15.桓温顗覦大位 王謝全力扺制 
     Huan Wen desired the crown, Wang and Hsieh resisted with whole effort
 
  
【WeeK17】
世族門閥 日薄崦嵫(一)
aristocratism’s sun set I  
     1.苻堅寛弘 王猛精算
     Fu Jian was generous, Wang Meng was cautious
     2.桓郗凋零 盛勢不再 王謝風華 掌握大權
     Huan Hsi failed, no longer strong, Wang and Hsieh held the power
     3.君主執意南巡 臣下表態贊否
     The King insisted going southward to inspect, courtiers expressed their agreement or disagreement
     4.秦軍百萬兵敗肥水何以故 燕祚已興不殺苻堅有說乎 
     hin Army with millions of soldiers failed, Yen Tso has risen but did not kill Fu Jian
 
  
【WeeK18】
    期末測驗  
     Final Term
 
 
 

 

瀏覽人次:389267
10101 人文社會
社會心理學
陳舜文 教授
博雅教育也是大學生必修的課程!由陳舜文教授講授的社會心理學,讓你在瞭解社會如何影響個體之餘,將你訓練出邏輯思考及表達的能力!陳教授同時也對「鄉民文化」瞭若指掌,與學生毫無代溝的溝通、同步地更新社會的變動,「社會心理學」尬「鄉民文化」就在....
 

課程說明
Course Description

    社會心理學是探討人們如何知覺與認識社會世界、如何進行人際互動,以及社會情境之影響的學科。本課程之主要目的在於使同學:(1)瞭解社會心理學關心的基本議題,並瞭解重要的理論和概念。(2)思考與討論相關社會現象與經驗。


指定用書
Text Books

《社會心理學》,揚智出版社 (tel: 02-8662-6826)。
Elliot Aronson, Timothy D. Wilson, Robin M. Akert原著。

參考用書
References

 
《路西法效應》(The Lucifer Effect: Understanding How Good People Turn Evil)。Philip Zimbardo著。孫佩妏、陳雅馨譯。商周出版社。
《電醒世界的人》(The Man Who Shocked the World: The Life and Legacy of Stanley Milgram)。Thomas Blass著。黃澤洋譯。遠流出版社。
《日常生活中的自我表演》(The Presentation of Self in Everyday Life)。Erving Goffman著。徐江敏、李姚軍譯。桂冠出版社。
《囚犯的兩難》(Prisoner’s Dilemma:John von Neumann, Game Theory, and the Puzzle of the Bomb)。William Poundstone著。葉家興譯。左岸文化。
《誰說人是理性的》(Predictably Irrational)。Dan Ariely著。周宜芳、林麗冠、郭貞伶譯。天下文化。
《錯不在我?》(Mistakes were made "but not by me": Why we justify foolish beliefs, bad decisions,and hurtful acts.)。Carol Tavris & Elliot Aronson 著。潘敏譯。繆思出版社。

 

教學方式
Teaching Method
課堂講授、影片觀賞、參與討論

 


教學進度
Syllabus

 
1. 社會心理學簡介
2. 社會心理學研究方法
3. 社會認知:我們如何建構社會世界
4. 自我瞭解:我是什麼樣的人?
5. 社會知覺:我們如何瞭解他人
6. 認知失調:國王的新衣?
7. 態度形成與改變:廣告的威力
8. 從眾與服從:好人也會做出壞事?
9. 團體歷程:三個臭皮匠勝過一個諸葛亮?
10. 歧視與偏見
11. 親密關係:愛情有什麼道理
12. 助人與利他行為:助人為快樂之本?
13. 攻擊與暴力行為


瀏覽人次:451795
10101 人文社會
個體經濟學一
張寶塔 教授
寶塔教授的精闢數學解說,寶塔教授的精美圖形解析,寶塔教授的迷人上課風采,讓你三個願望一次滿足,用寶塔教授的專業撫平你選不到課的受傷心靈...enetrating explanation, clear illustration, and attracting teaching style, Professor Bao-Taa Chang makes your 3 wishes come true at once.
 
【課程說明】

        Course Description
      This is a two consecutive semesters course. There are five major parts of subjects to be introduced in this course. The subjects of the first part are about the household. We will focus on individual consumer's decision making with and without uncertainty. In the second part, we will focus on the decision making at the level of individual firm. Given the technological opportunities available to it, how much output will a firm choose to see, and how will the firm go about producing this output? In the third part, the competitive model will be introduced. We will see a competitive market produces results that are in some sense "good". In the fourth, we will see different kinds of market structures. The price and output decisions under different market structrue will be analyzed and compared with those under perfect competition. In the last part, the problem of missing market will be discussed. In the presence of asymmetric information, the markets for certain commodities may not come into existence. Even if markets exist, they may fail to allocate resources efficiently.

 
 

【指定用書】
   
    Textbooks

♠ 蔡攀龍, 張寶塔, 個體經濟學, 第一版, 2005
 

Pan-Long Tsai, Bao-Taa Chang, Microeconomics, first edition, 2005




【參考書籍】
       
References

 ♠  Katz, M.L. and H.S. Rosen, Microeconomics, 3rd Editoin, Irwin, 1998. 
 Perloff, Jeferey M., Mircoeconomics Theory and Applications with
  Calculus, 2nd edition, Pearson International Edition, Addison-Wesley Education, 2011. 
 Varian, H., Intermediate Microeconomics: A Modern Approcach,
   7th Edition, W.W. North & Company, 2006 
   


 

【教學方式】
      
Teaching Method
 

指定用書的內容為主為充實部分主題將補充其他教科書的內容!
  This course will mainly deliver the content of the textbook and provide other
  textbooks’ content as additional reference.



 
【教學進度】
        
Syllabus

       本學期預定講授指定教科書前八章, 平均每兩週講授一章. 每章均有作業, 由學生自行練習無須繳交. 每章課程講授完畢將舉行一次小考.其重點如下所示
In this semester, the first 8 chapters of the textbooks will be lectured. It takes 2 weeks to teach a chapter. There is homework in every chapter that students can practice by themselves and don’t need to hand in. A quiz will be held after a chapter is finished teaching. The key points are as followed:  
 

個體經濟學與市場經濟體系 Microeconomics and market structure


如:稀少性、生產可能曲線、經濟模型、經濟模型的檢定、循環流量模型、供需模型、市場均衡、 比較靜態分析、 數學模型
Example:rarity, production possibility curve, economics models, verification of economics models, circulation flow models, demand-supply models, market equilibrium, comparative static analysis, mathematical model

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消費者行為consumer behavior


如:偏好、特殊形式的偏好、效用函數、序列效用與計數效用、預算限制、其他特別形狀的預算限制、預算者均衡、以拉格朗日法求最適解、拉格朗日乘數的意義、 角解、消費者均衡分析的應用.
Example:preference, special-type preference, utility function, ordinal utility and cardinal utility, budget line, other special-type budget lines, equilibrium of the consumer, using Lagrangian to approach the most appropriate answer, The meaning of Lagrange multiplier, corner solution, application of  analyzingequilibrium of the consumer

比較靜態與需求函數compare static and demand function


如:貨幣所得改變、產品自身價格變動與個人需求曲線、需求與價格消費曲線、需求量與求變動、其他產品價格改變、市場需求曲線、網路外部性、 彈性、需求彈性、需求彈性與總支出、所得彈性與交叉彈性.
Example:monetary income change, change of the product price and personal demand curve, demand and price consumption curve, quantity demanded and variation, other products’ price change, market demand curve, network externality, elasticity, demand elasticity, demand elasticity and aggregate expenditure, income elasticity and cross-price elasticity




消費者行為的進一步分析further analysis of consumer behavior:


如:替代效果與所得效果、補償需求曲線、史拉斯基方程式、淨替代與淨互補品、價格變動與福利、補償變量與等值變量、消費者剩餘、消費者剩餘問題、顯示性偏好理論、顯示性偏好弱公理、替代效果與所得效果、顯示偏好。
如:substitution effect and income effect, compensated demand curve, Slutsky equation, net-replacement and net-complement, price change and welfare, compensatory variation and equivalentvariation, consumer surplus, consumer surplusquestion, revealed preference theory, WARP, substitution effect and income effect, revealed preference

 

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