自DNA 雙股螺旋結構被解明後，生命科學已然進入基因科技之年代。當 DNA 成為近50 年來新名詞的同時，大多數非自然科系學生對如是科技之發展 並不十分瞭解。沒有基本生物與生命科學概念的大學生，無法運用既有的知 識判讀周遭的事物，又無法下正確判斷，於是，凡事只看表面或相信媒體所 言，對未來的臺灣社會將造成深層之隱憂。新時代通識教育中的「生命科學 概論」課程，透過專業生活化，無需要求學生硬背或死記艱深之專有名詞。 從適當的問卷設計中，讓學習動機來自學生，進而使之熟悉生命科學的知識， 並與其生活結合、得到啟發與自省。透過如是的課程設計，可使學生懂得對 眼前的事物會作合理判斷、對未來趨勢已準備迎接，並對人類未來多負一份 責任。

Since the DNA double-helix structure was discovered, people have been in Genomic Era. Although the word “DNA”became a new terminology of biological science, most of the undergraduate students were still left behind. A student who has no sense of Life Science, especially, biotechnology, will not be able to judge and make a right decision once the crucial time comes. Therefore, a new course design for Life Science is presented in this article, which focuses on generalization of the professional knowledge. After taking the course, the students are inspired and become self-inspected due to the combination of their own motivation together with teacher’s guidance. They are therefore more capable of making rational judgment and readily taking certain responsability for the human’s future.