1.電影誕生於19世紀末，它是現代科學技術的產物，是人類文明史消化吸收上的一次革命。電影的誕生是「自然造物的補充，而不是替代」，使得物質現實的空間形式得以復原。這使人類又再一次獲得了一種全新感知世界的經驗，獲取了一種全新影像思維的方式。
2.本課程以時期與國家之分來界定，且探究其間不同形式和風格上，西洋電影潮流發展的歷史與美感問題。
3.與臺灣電影做適度對話。1. Film was born at the end of the 19th century. It is a product of modern science and technology and a revolution in the digestion and absorption of human civilization. The birth of film is "a complement to natural creations, not a replacement", allowing the spatial form of material reality to be restored. This has once again enabled human beings to gain a new experience in perceiving the world and a new way of thinking with images.
2. This course is defined by periods and countries, and explores the historical and aesthetic issues of the development of Western film trends in different forms and styles.
3. Have a moderate dialogue with Taiwanese movies.
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 reason 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.
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姚曉濛著，《電影美學》，臺北:五南，1993。
Thompson, Kristin and David Bordwell，《電影百年發展史》，廖金鳳譯。台北：美商麥格羅˙希爾，1998。
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Spoto, Donald, The Dark Side of Genius: Hitchcock, the Master of Tension, translated by Han Liang. Taipei: Yuanliu, 2000.
James Naremore, "Film Noir: Historical Criticism and Style", translated by Xu Zhanxiong. Guangxi Normal University: 2009.
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| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中報告繳交期中報告繳交 Interim report submission |
30 | 2000字心得 |
| 期末報告繳交期末報告繳交 Final report submission |
30 | 2000字心得 |
| 課堂測試與出席狀況課堂測試與出席狀況 Class Tests and Attendance |
40 | 課堂參與重要的評分指標 |
