Type of Credit: Partially Required
Credit(s)
Number of Students
This course is designed to provide an overview for Southeast Asia in term of the historical development and integration processes of the ASEAN community, prospects and challenges. We explore the variations in regional growth of the Association of Southeast Asian Nations (ASEAN) member within 10 countries (Vietnam, Thailand, Malaysia, the Philippines, Singapore, Indonesia, Brunei, Cambodia, Laos and Myanmar). This course is aimed to bring students into a deeper approach about ASEAN community. A map will be constructed throughout the course with selective socio- economic conditions for comparison and better understanding.
能力項目說明
Students will benefit through the insightful knowledge and the sharing of best practices. By the end of the course, students will be able to obtain the following knowledge:
級分說明 Score Description:
1關聯性最弱，2關聯性稍弱，3關聯性中等，4關聯性稍強，5關聯性最強。(1-5非百分比，而是Rank)1 indicates weakest relevance, 2 indicates slightly weaker relevance, 3 indicates moderate relevance, 4 indicates slightly stronger relevance, and 5 indicates strongest relevance. (1-5 does not represent a certain percentage but indicates the rank).
| 課程屬性項目Course Characteristics Items | 級分(1~5)Ranking | 說明Description |
|---|---|---|
| 課程教學內容涉及學生人文關懷素養與態度之培養。 The course contents include the development of students' abilities and appreciation for humanistic care. | ||
| 課程教學包含不同學門、領域之內容。 The courses include contents from different disciplines and fields. | ||
| 課程教學內容涉及社會參與、服務等。 The course contents include social engagement and services. | ||
| 係統整與深化學生歷年所學，並運用於實務操作與討論，藉以檢視和評估學生的整體學習成效。 The courses are designed to integrate and intensify students' academic results from previous years and apply them in practice and discussions for the purpose of reviewing and evaluating the overall effectiveness of students' learning. | ||
| 課程主軸明確探討永續性之統整概念及/或聯合國永續發展目標及/或「生態」與「社會/文化/經濟」系統之間的相互依賴性。關聯度級分請點選連結說明。 A unit of instruction that has a primary and explicit focus on the integrated concept of sustainability, and/or UN Sustainable Development Goals, and/or the interdependence of ecological and social/cultural/economic systems. Please refer to the link of relevance score. | ||
| 課程內容旨在教授媒體、網路相關專業資訊之真偽辨別與判讀能力。 The course would provide skills to evaluate the quality of information found on the media and the Internet. | ||
| 將 AI 知能運用融入課程，引導師生與 AI 共學、協作，多元培養學生 AI 素養。 Integrate the application of AI knowledge into the curriculum, lead teachers and students to learn and collaborate with AI, and cultivate students' AI literacy. |
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每週課程內容與授課進度 |
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授課日期 |
課程主題 |
課程內容綱要 |
授課時數 |
|
第 1 次 09 月 11 日 |
Southeast Asia: An overview |
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實體 2 小時 In-class: two hours |
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第 2 次 09月 18 日 |
Southeast Asia: An overview |
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實體 2 小時 In-class: two hours |
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第 3次 10月 02 日 |
Association of Southeast Asian Nations |
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實體 2 小時 In-class: two hours |
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第 4 次 10月16 日 |
Association of Southeast Asian Nations |
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第5 次 10月23 日 |
The ASEAN: Three Pillars |
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實體 2 小時 In-class: two hours |
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第6 次 10月 30日 |
The ASEAN: Three Pillars |
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實體 2 小時 In-class: two hours |
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第 7 次 11月06 日 |
Taiwan – Southeast Asia Cooperation |
|
實體 2 小時 In-class: two hours |
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第 8次 11月 13日 |
Final exam |
實體 2 小時 In-class: two hours |
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第 9 次 11月 28日 |
Reading material: ASEAN report 2024 |
Out-class: two hours | |
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Textbooks and references |
[1] Beeson, Mark (ed.) (2009) Contemporary Southeast Asia, 2nd edition, Basingstoke, Hampshire: Palgrave MacMillan. [2] Tarling, Nicholas (ed.) (1992) The Cambridge History of Southeast Asia, two volumes, Cambridge: Cambridge University Press. [3] Southeast Asia in Search of an ASEAN community. [4] Rodolfo C. Severino (2016). ASEAN Economic Community. [5] Kiki Verico. (2017). The future of the ASEAN Economic Integration. [6] Das, Sanchita. (2016). Can the US-ASEAN Connect Initiative Create Stronger US-ASEAN Economic Relations? [7] Min- Hua Chiang. (2019). China–ASEAN economic relations after establishment of free trade area, pp. 267-290. [8] Stephen and Chery. (2019). China and The ASEAN Economies: Interdependence and Rivalry, PP.381-394 [9] Vilavong (2016). Global production sharing and trade patterns in ASEAN. [10] Ngeow Chow Bing (2015). Taiwan’s Go South Policy, pp. 96-126. [11] Alan Hao Yang, Hsin-Huang Michael Hsiao (2016). Tai-shang (Taiwan Business) in Southeast Asia: Profile and Issues. |
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The final grades are determined by 2 parts as following:
Sources:
[1] Beeson, Mark (ed.) (2009) Contemporary Southeast Asia, 2nd edition, Basingstoke, Hampshire: Palgrave MacMillan.
[2] Tarling, Nicholas (ed.) (1992) The Cambridge History of Southeast Asia, two volumes, Cambridge: Cambridge University Press.
[3] Southeast Asia in Search of an ASEAN community.
[4] Rodolfo C. Severino (2016). ASEAN Economic Community.
[5] Kiki Verico. (2017). The future of the ASEAN Economic Integration.
[6] Das, Sanchita. (2016). Can the US-ASEAN Connect Initiative Create Stronger US-ASEAN Economic Relations?
[7] Min- Hua Chiang. (2019). China–ASEAN economic relations after establishment of free trade area, pp. 267-290.
[8] Stephen and Chery. (2019). China and The ASEAN Economies: Interdependence and Rivalry, PP.381-394
[9] Vilavong (2016). Global production sharing and trade patterns in ASEAN.
[10] Ngeow Chow Bing (2015). Taiwan’s Go South Policy, pp. 96-126.