Chinese

This course covers three main areas of major content. The first is the development history of economic development issues; the second is the analysis of factors of economic development, including economic growth theory, economic development and capital accumulation, economic development and human capital, economic development and resources and environment, etc.; the third is the structural changes of economic development, mainly including dual structure and its evolution, industrial structure evolution, etc.

It expands the knowledge of students of related majors and provides them with basic theories, research methods and analytical tools related to economic development for their future research on issues involving economic development or for their work related to economic and social development.

Through this course, students will learn basic optimization knowledge, be able to formulate a practical problem into a solvable optimization model, solve the problem using existing commercial or open source software or design their own algorithms to solve the problem.

This course mainly includes the introduction of convex analysis basics, linear and linear cone programming, optimal condition Lagrange duality, some basic optimization algorithms and their applications in finance, signal processing, machine learning and statistics.

This course takes life science knowledge as the carrier, historical development process as the vertical line, and philosophical ideas as the horizontal line, integrating scientific, ideological and historical nature. From a historical perspective, the essence of life, the origin and development of life are explored, and the overall views of people on the fundamental issues of life at all stages of the history of life science are summarized; Review the historical process of the occurrence, development and evolution of the basic concepts of life science; Trace the ideological origin, formation process, scientific and philosophical significance of life science theory; Understand the working methods and thinking methods used or reflected in the research process of life science; Reflect on the origin, value and relationship with society and ethics of life science; Especially highlight the life achievements, successful experience, failure lessons, philosophical views and methodological ideas of famous life scientists. Learning the history of life science can enable students to follow the path of scientists exploring the life world, understand the nature of science and the methods of scientific research as a whole, and learn the spirit of scientists’ dedication to science and courage to innovate. This is of great significance to improve students’ scientific and humanistic literacy.

This advanced Chinese language course is for students who have taken Intermediate Chinese III or have taken at least 600 hours (6 hours per week) of Chinese language instruction.  The course develops proficient language skills in listening, speaking, reading, and writing, for students to communicate effectively in their daily lives. The course instructs on vocabulary and grammar that are not often used in daily conversations, such as discussing the economy, transportation, society, culture, and people. Students also gain competence in reading simple document forms and announcements as well as writing a short essay of at least 600 words.  The course utilizes the textbook, Far East Daily Chinese III. 

Introduce the concept, main types and basic methods of mathematical models through cases, so that students can master the thought and method of mathematical modeling initially.This course is also a basic course for students to participate in the mathematical contest in modeling.

Using cases as clues, this course introduces the basic principles and methods of building mathematical models, covering the fields of energy, communication, economy, ecology, aviation and aerospace.The main mathematical methods include elementary mathematics, elementary geometry, calculus, linear algebra, operations research, elementary number theory, graph theory, differential equations, etc.

This intermediate Chinese language course is for students who have taken Beginning Chinese II or have taken at least 250 hours (6 hours per week) of Chinese language instruction.  The course develops proficient language skills in listening, speaking, reading, and writing, for students to communicate effectively in their daily lives. The course instructs on expressing one’s opinions effectively; writing a short essay of at least 300 words, and communicating about daily life activities all in Chinese, leading to a greater understanding of Taiwanese culture and language. The course utilizes the textbooks, Far East Everyday Chinese II(A) or A Course in Contemporary Chinese II.

This intermediate Chinese language course is for students who have taken Intermediate Chinese II or have taken at least 450 hours (6 hours per week) of Chinese language instruction.  The course develops proficient language skills in listening, speaking, reading, and writing, for students to communicate effectively in their daily lives. The course instructs on vocabulary and grammar that are not often used in daily conversations, such as discussing the economy, transportation, society, culture, and people. Students also gain competence in writing a short essay of at least 500 words.  The course utilizes the textbook, A Course in Contemporary Chinese IV. 

This beginning Chinese language course is for students who have never taken Chinese or have taken less than 100 hours (6 hours per week) of Chinese language instruction. It teaches hanyu pinyin - the structure, stroke orders, and writing method of Chinese characters. The course also instructs on basic Chinese sentence structure, word order, self-introduction, and basic conversation. The course develops proficient language skills in listening, speaking, reading, and writing, for students to communicate effectively in their daily lives and have a greater understanding of Taiwanese culture and language. The course utilizes the textbooks, Far East Everyday Chinese I or A Course in Contemporary Chinese I. 

This intermediate Chinese language course is for students who have taken Intermediate Chinese I or have taken at least 350 hours (6 hours per week) of Chinese language instruction.  The course develops proficient language skills in listening, speaking, reading, and writing, for students to communicate effectively in their daily lives. The course instructs on vocabulary and grammar that are not often used in daily conversations. Students learn to express one’s opinions effectively; write a short essay of at least 400 words; and communicate about daily life activities all in Chinese, leading to a greater understanding of Taiwanese culture and language. The course utilizes the textbooks, Far East Everyday Chinese II(B) or A Course in Contemporary Chinese III. 

This course is for students who have taken Advanced I of the Chinese Language Course for International Students or test in otherwise. By the end of the course students are capable of using written language to communicate effectively in formal writing and of understanding public announcements, news, and other broadcasts. The course covers topics such as the death penalty, wealth tax, refugee crises, nuclear energy, and same-sex marriage. Through the course, students are able to use appropriate Chinese to carry on discussions, and read newspapers and magazines to further understand Taiwanese culture and language. The method of assessment will be done through assignments and presentations, quizzes and tests, attendance and participation, and midterm and final exams.