Curriculum Information


The Core Curriculum / The Six Core Curriculum (2016 and before)

The Six Objectives and Essential Elements of the Core Curriculum


Art and Aesthetics 

(1)    Domain objectives

This domain aims at enhancing the learner’s artistic sensibility and appreciation, aesthetic judgment and critical capability as well as artistic expression and performance abilities. It is hoped that learners will be able to broaden their cultural and artistic horizons in a comprehensive manner. The specific objectives are as follows:

a.       To understand the essence, nature and importance of art in order to nurture artistic sensibility. 

b.      To master basic art theory and understand how to describe, analyze and deduce information from works of art in order to foster appreciation for all art forms.

c.       To learn artistic skills and equip oneself with the basic ability of artistic expression..

d.      Create a multidimensional aesthetic spirit to bring together artistic knowledge and daily life.

(2)    Essential domain elements

The artistic expression covered in this domain includes musical art, dance, sculpture and painting, drama, literature, architecture, spatial art and interdisciplinary integration of motion picture arts and visual arts. As such, the essential content of the courses comprises a variety of artistic expressions that place equal emphasis on the recognition, description, analysis and evaluation of Eastern and Western artists, art theory, artworks and methods of artistic expression. The curriculum is designed mainly to guide students in the understanding of the artistic content and features of Eastern and Western art. Furthermore, students are introduced to the essence, media, expression techniques of the artworks, as well as the analysis of the style and content of various artistic activities. Students will learn how to express themselves using simple artistic skills and techniques and ultimately incorporate the appreciation for art and cultural activities into their daily life. They will also learn to understand and accept art as well as enhance their artistic appreciation through various art-related activities.


Philosophical thinking and Moral Reasoning  

(1)    Domain objectives

In this domain, we begin with philosophical contemplation and proceed to develop students’ critical thinking and moral judgment capability. Responsibility and ethical literacy is then further developed to allow learners to establish the basis for personal moral judgments and the value in their own life when faced with a wide range of issues in their daily life. The specific objectives are as follows:

a.       To equip learners with the ability to think logically and critically.

b.      To understand basic philosophical concepts and be able to apply them in thinking.

c.       To be able to inspect issues of conflict in one’s personal life and in the community as well as make value judgments.

d.      To have the ability to think critically and explore the meaning of life and ultimate concern.


(2)    Essential domain elements

In this domain, the central themes of “Thinking, Awareness and Action” are introduced, and reasoning, sentiments and practice are used to develop the essence of the courses in order to enable students to live a life that is more rational and humanistic.

a.       Thinking (rational reasoning): To grasp the basic philosophical concepts and thought process, with exploration of controversies in the basic propositions of ethics on the one hand, and the development of logical analysis and critical thinking ability on the other.

b.      Awareness (sentiments and perception): Provide guidance to students on their attitudes towards ultimate concern for life and help nurture a rational and sentimental attitude and value towards life with philosophical issues encountered in daily life and through teaching based on feelings, emotions and sentiments.

c.       Action (conduct and behavior): Ethical thinking can be transformed into actual practice of virtues, highlighting the actions associated with the character of a master in terms of service and participation. Voluntary service and issues in ethics are brought together in discussions to foster action that brings together knowledge and practice.


Citizenship and Social Inquiry

(1)    Domain objectives

This domain is geared towards the development of knowledge, attitudes and skills that are the prerequisite for participation in public affairs activities in a democratic society in the era of globalization. It is hoped that the basic concepts and theory of social sciences can be applied to develop analytical methods to investigate important issues of the modern democratic society as well as mobilize power to care for the disadvantaged and promote social justice. The specific objectives are as follows:

a.       To increase students’ understanding of basic concepts, theories and philosophies of social sciences, such as politics, law, economics, sociology and cultural anthropology. 

b.      To develop analytical methods that enable students to explore important issues related to modern democratic society, to employ different views and knowledge to explain the human condition, and to recognize the important issues facing the Taiwanese society.

c.       To foster mobilized power aimed at caring for the disadvantaged and promoting social justice, thus enabling students to become transformative intellectuals and modern citizens that take positive actions to achieve social fairness and justice.

(2)    Essential domain elements

Democratization and globalization involve complex aspects such as politics, law, economics, science and technology, labor, media, gender, ethnicity, environment, society and cultural identity. In order to cultivate citizens who can adapt to these trends and participate actively in related activities, we offer the following content for the domain:

a.       Basic concepts and theory: To cultivate the knowledge foundation required for social inquiry.

b.      Methods to analyze important issues: To cultivate the thought process and methodology training required for conducting social inquiry.

c.       Inquiry into core issues: Recognize and care for all the important issues facing the society and contribute to the resolution of practical social issues with theoretical knowledge. The main topics are: equality and inequality, justice and injustice, power and exclusion, environmental destruction and protection, as well as alienation and participation.

d.      Action and practice: Combining theoretical foundations, approaches to thinking and issue exploration to develop mobilized citizen actions to actively participate in the society.

(3)    Domain structure

The courses in this domain are designed around the influences of the two driving forces: democratization and globalization. The conceptual framework of the courses is built based on four aspects: issues, time, space and individual. The issue aspect includes the areas noted in the domain’s essential elements above. The spatial aspect focuses on the exploration of locations associated with the issues mentioned above and global connections. The temporal aspect emphasizes the exploration of interconnection between the past, present and future of these issues. Individual aspect stresses participatory and experiential education, where students can become transformative intellectuals with the characteristics of modern citizens through the cultivation of mobilized actions and active participation in social reform.



History and Culture

(1)    Domain objectives

In this domain, analytical methods that span time and space are used to inspire the consciousness of students regarding history and to develop their respect and appreciation for other cultures. The specific objectives are as follows:

a.       To guide students in the understanding of the connection between the past and the present so as to inspire their consciousness regarding history.

b.      Acquire the ability to conduct historical analysis via collecting historical data, exploring various issues and providing explanations.

c.       To acquire self-critical ability through the understanding of and introspection on one’s own culture and the history and civilization in other parts of the world, as well as through the reflection of one’s world view.

d.      To understand the evolution of human civilization, to enrich one’s cultural literacy and develop a multicultural sensibility.


(2)    Essential domain elements

a.       To understand the different political systems, military traditions, customs, clothing in different human societies and relevant knowledge in various domains.

b.      To learn about the development of each civilization, its cultural characteristics, and to analyze its impact on the world.

c.       To observe different historical developments and cultures from both the time and space axes in order to analyze the impact of historical changes and major phenomena on cultural exchange.

d.      To explore the individual self-identity and community identity in specific cultural and social contexts.

e.      To explore historical thinking and viewpoints via historical classics.



Mathematic and Scientific Thinking

(1)    Domain objectives

The purpose this domain is to consolidate the basic capability of students in the fields of Mathematics, Physics and Chemistry in the hope to cultivate students’ quantitative capacity as well as mode of thinking that is consistent with natural sciences. The specific objectives are as follows:

a.       To provide guidance to students on the understanding of the subject matter, significance and methods of Mathematics, Physics and Chemistry.

b.      To provide mathematical and scientific knowledge required in daily life and for learning other related disciplines.

c.       To introduce the argumentation principles of rigorous structure inherent in Mathematics, Physics and Chemistry to students to develop their logical thinking capability.

d.      To understand humanistic aspects of Mathematics, Physics and Chemistry in order to grasp the “humanity” of science.


(2)    Essential domain elements

The proposed topics included in the courses of this domain are as follows:

a.       Basic elements of thinking in Mathematics, Physics and Chemistry.

b.      The Scientific Method: Mathematical reasoning and deductive logic (e.g. reductio ad absurdum, mathematical induction and their relationship with forms of logical inference).

c.       The nature and evolutionary significance of the knowledge in Mathematics, Physics and Chemistry.

d.      To discuss the connection between Mathematics, Physics, Chemistry and culture from the perspectives of critical theory and multi-cultural concern.

e.      To introduce scientific thinking and methods of argument from the perspective of contemporary scientific philosophical context.


Science and Life 

(1)    Domain objectives

The courses in this domain emphasize the interaction and integration of humanities/social sciences and natural sciences. Through the lasting experience with the nature of science and humanistic thinking, the phenomenon of life and development concerns, and the value clarification of environmental ethics and the use of natural resources, students will acquire general literacy in scientific logic as well as in humanistic care. Specific objectives are as follows:

a.       To enhance students’ scientific knowledge and improve their scientific literacy.

b.      To establish the connection between science and life, and to contemplate the interaction between science and humanities.

c.       To understand the origin of life, the relationship between life and the material world, and the applications of scientific development.

d.      To reflect on the impact of scientific development on social, cultural, spiritual and human development, and to foster the spirit of respect and protection of the natural environment.

(2) Essential domain elements

The basic ideas of curriculum design in this domain are: The nature and essence of science is inseparable from the conviction held by subjective human construction. Therefore humankind’s quest for knowledge, needs, responsibilities and morality cannot be excluded from the scope of scientific development. Based on these principles, the courses comprise three main areas:

a.       Systematic knowledge of natural sciences: The scope of natural sciences includes Physics, Chemistry, Earth Science, Life Science, Environmental Science and others, which are a system of knowledge that investigates natural phenomena;

b.      Integration of science and humanities: The emphasis is on the connection between science and humanistic spirit, to discuss the scientific practice and humanistic thinking, the phenomenon of life and development, as well as the use of resources and environmental ethics.

c.       Application and impact of science: To discuss the interaction between scientific application and humanities, e.g. scientific literacy, technology application as well as the political and social aspects of science.





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