任課教師 |
徐牧瀧
|
學 分 數 |
2 |
課程時數 |
2 |
能力1 |
口語與寫作溝通能力 Oral and written communication skills ------------------------------------------------ 透過課程分組討論訓練口語表達，在討論爭議議題時練習呈現自己的主張，以及傾聽與協調不同立場。 Students develop and demonstrate oral expression through group discussion, and learn to articulate their arguments and listening to and negotiating between different viewpoints. |
能力2 |
資訊科技運用能力 Information technology proficiency ------------------------------------------------ 學生將運用簡報工具、小組協作平台、即時互動工具進行課堂活動與發表。 Students will use tools such as presentation software, collaboration platforms, and interactive response systems during in-class activities and group work. |
能力3 |
邏輯與計算推理能力 Logical and computational reasoning abilities ------------------------------------------------ 課程要求學生比較不同宗教文化的生死觀、辨析田野訪談資料與學術文獻之間的異同時，也讓學生練習「依照不同的立場作觀察，由不同的方法作觀察」的系統性思辨，這正是「邏輯與計算推理能力」中所強調的多面向思辨精神。 Students will compare religious perspectives on life and death and analyze the intersections between field data and academic literature. This training fosters systematic thinking, enabling students to observe phenomena from multiple standpoints and through diverse methodologies—a multi-faceted analytical approach central to logical and structural reasoning. |
能力4 |
倫理涵養與道德思辨能力 Ethical cultivation and moral reasoning skills ------------------------------------------------ 課程刻意不採取「教條式的倫理規範」，而是透過單元三對《病人自主權利法》的討論、對安寧療護中「尊重病人自主」與「尊重家庭集體決策」兩種倫理立場張力的案例研討，逼使學生「發覺道德問題，進而解決問題且訴諸道德行動」。 Instead of teaching dogmatic ethical norms, this course uses Unit Three to engage with the ‘Patient Right to Autonomy Act’ and analyze cases involving the ethical tension between individual patient autonomy and familial collective decision-making in hospice care. This training drives students to identify moral dilemmas, resolve them, and commit to ethical action. |
能力5 |
創意與審美能力 Creativity and aesthetic abilities ------------------------------------------------ 本課程的「創意與審美能力」展現於兩項具體設計：第16週敘事醫學單元要求學生仿效「平行病歷」（parallel chart）寫作，以第一人稱書寫自己面對臨床文化案例時的直覺反應，以及這些反應如何被修正，練習將自我覺察轉化為反思性文字創作；第17週跨文化臨床溝通工作坊要求學生在即興場景下進行角色扮演。 This course cultivates creativity and aesthetic abilities through two components. In Week 16’s narrative medicine unit, students will use the “parallel chart” technique to write, in their own first-person voice, a reflective account of their initial reactions and assumptions when encountering a clinical-cultural case, and how these were revised through class discussion. In the cross-cultural clinical communication workshop (Week 17), students will engage in performative role-play in improvised scenarios. |
能力6 |
人文關懷能力 Humanistic care skills ------------------------------------------------ 本課程呼應了「人文關懷能力」，刻意以凱博文「疾病與病痛」的區分作為切入點，讓學生意識到病歷上的診斷代碼與病人真實承受的痛苦之間存在落差，進而深入台灣漢人民間信仰、佛教、基督宗教、原住民與新住民信仰的生死觀時，引領學生理解行為與決定背後的文化邏輯與情感需求。 To cultivate humanistic care skills, the course adopts Arthur Kleinman&9951s “disease vs illness” framework, leading students to realize that clinical diagnostic codes often miss the patient&9951s actual suffering. As the curriculum navigates the diverse views on mortality held by Taiwanese Han folk religion, Buddhism, Christianity, Indigenous peoples, and new immigrants, it trains students to decipher the cultural logics and emotional needs behind various behaviors and decisions. |
課程大綱 091188 |