1. Many of us derive inspirations from observations of animal behaviors: from the cooperation behavior of the ants, the dance of the bees, the “imprinted” conditioning of baby goose, to the echolocation abilities of the dolphins and bats. In this course, we will explore how scientists study animal behavior, including resource acquisition; avoiding predators; mate choice and reproduction; cues, signals and communication; parental care and social behavior.
2. We will also talk about how the genes and behavior interact with the environment and how the behavior is influenced by the evolutionary forces of natural and sexual selection.
3. We will talk about the brain and the physiological mechanisms behind the behavior and discuss the current research in brain and neuroscience on animal behavior.
4. The goal of this course is to help the students understand the concepts and the mechanisms in biological evolution, and how that influences development of animals behavior. By understand the development and the function of the animal behaviors, we might be able to explain human behavior.
1. 我們時常從觀察野生動物的行為中得到靈感：從螞蟻的合作行為，蜜蜂的舞蹈，小鵝的銘印制約行為，到海豚及蝙蝠的回聲定位。本課程中我們將探討關於動物行為的科學研究，包括：食物的取得、躲避天敵、求偶以及生殖、生物訊息及溝通、育幼以及社會行為等。
2. 我們將討論基因與行為是如何和環境產生互動，以及動物行為是如何受到演化（天擇、性擇）力量的影響。
3. 我們也將探討大腦與動物行為背後的生理機制，以及目前神經科學在動物行為方面的研究。
4. 本課的目的在幫助學生了解生物演化的觀念及其機制，以及演化動力如何形塑動物行為。盼能藉由了解動物行為的發展與成因來解釋人類的行為。1. Many of us derive inspirations from observations of animal behaviors: from the cooperation behavior of the ants, the dance of the bees, the “imprinted” conditioning of baby goose, to the echolocation abilities of the dolphins and bats. In this course, we will explore how scientists study animal behavior, including resource acquisition; avoiding predators; mate choice and reproduction; cues, signals and communication; parental care and social behavior.
2. We will also talk about how the genes and behavior interact with the environment and how the behavior is influenced by the evolutionary forces of natural and sexual selection.
3. We will talk about the brain and the physiological mechanisms behind the behavior and discuss the current research in brain and neuroscience on animal behavior.
4. The goal of this course is to help the students understand the concepts and the mechanisms in biological evolution, and how that influences development of animal behavior. By understand the development and the function of the animal behaviors, we might be able to explain human behavior.
1. We often get inspiration from observing the behavior of wild animals: from the cooperative behavior of ants, the dance of bees, the imprinting behavior of goslings, to the echolocation of dolphins and bats. In this course we will explore the scientific research on animal behavior, including: food acquisition, avoidance of predators, courtship and reproduction, biological information and communication, parenting and social behavior, etc.
2. We will discuss how genes and behavior interact with the environment, and how animal behavior is affected by evolutionary (natural selection, sexual selection) forces.
3. We will also explore the physiological mechanisms behind the brain and animal behavior, as well as current neuroscience research on animal behavior.
4. The purpose of this lesson is to help students understand the concepts and mechanisms of biological evolution, and how evolutionary dynamics shape animal behavior. It is hoped that human behavior can be explained by understanding the development and causes of animal behavior.
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.
1. Animal Talk: breaking the codes of animal language，《動物密碼：從動物行為看動物溝通》，
Tim Friend 著，林劭貞、劉守儀譯，商周，2006
2. King Solomon's Ring《所羅門王的指環》，Konrad Lorenz 著，天下文化, 2007
3. Animal Behavior: An Evolutionary Approach, Tenth Edition, John Alcock著，Sinauer Associates,
Inc.; 2013
4. Perspectives on Animal Behavior, J. Goodenough, B. McGuire & E. Jakob Wiley, 著3rd edition 2009
1. Animal Talk: breaking the codes of animal language, "Animal Code: Looking at Animal Communication from Animal Behavior",
Written by Tim Friend, translated by Lin Shaozhen and Liu Shouyi, Shang and Zhou dynasties, 2006
2. King Solomon's Ring, written by Konrad Lorenz, Tianxia Culture, 2007
3. Animal Behavior: An Evolutionary Approach, Tenth Edition, by John Alcock, Sinauer Associates,
Inc.; 2013
4. Perspectives on Animal Behavior, J. Goodenough, B. McGuire & E. Jakob Wiley, 3rd edition 2009
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| Written Report 個人報告Written Report 個人報告 Written Report personal report |
20 | free choice of topic that is related to our class 個人報告題目自訂(題目需與課程相關） |
| Group Presentation 分組報告Group Presentation 分組報告 Group Presentation Group Report |
30 | including oral presentation and a written essay 含口頭報告及文字報告 |
| Participation 課堂參與(含討論+出席）Participation 課堂參與(含討論+出席） Participation Class participation (including discussion + attendance) |
20 | Class Participation (including in-class discussion & attendance) 課堂討論&出席 |
| Final Exam 期末考Final Exam 期末考 Final Exam Final Exam |
30 | Final Exam |
