大學法學通識課程或職場倫理課程，應該著重倫理與法律的跨域思考，使法律與倫理能共同協力發揮社會規範作用，以制約科技大學法學通識課程或職場倫理課程，應該著重倫理與法律的跨域思考，使法律與倫理能共同協力發揮社會規範作用，以制約科技濫用者對人性尊嚴的侵害。法律與倫理的跨域思維是同時關注法律與倫理等社會規範的效力，它不僅考慮道德的問題，也必須從事解決道德疑難的法律決策。因此，如何營造良好的學習環境，吸引學生學習法律與倫理反思的興趣，正是從事法學與倫理跨域課程所應重視者。本文目的在提出科技法學與專業倫理的基本跨域思考，並且以筆者於99學年度執行教育部法學教育教學研究創新計畫中的「網路法與網路倫理」課程作為教學實務的說明，對科技法學與專業倫理的相關課程設計提供一些粗淺的看法，以培養學生通識跨域思維，使學生能學習法律及其背後的原則精神，進而發揮法與倫理／道德規範的社會實踐功能，使之成為具有自我行動與解題能力的現代公民。

The law discipline and law education concerning work ethic of the general education in college ought to put its emphases on the interdisciplinary considerations between ethic and law in order to obtain collaborative effects to contain the abuse of technological rights and the violation of human dignity. The interdisciplinary thinking of law and ethic simultaneously takes into consideration the social norms in both the legal and the ethic senses. It does not only deal with ethics, but also deal with legal decision-making to deliver solutions for ethical issues. With this in mind, educators of interdisciplinary courses have to know how to create a good environment to interest students trying to think about the issues between law and ethic. With materials from the course 'The Internet Law and Ethic' that I taught in 2010 as part of the MOE's Project of Innovations in Law Education, the purpose of this study is to provide basic interdisciplinary contemplation on issues between technological law and professional ethic in teaching the course and offer my personal opinions for the design of courses dealing with technological law and professional ethic in order to cultivate students in interdisciplinary thinking where general education is concerned. This enables students to learn the basic spirit of the law and equip themselves with problem-solving abilities.