語言是交際、思惟的工具，同時也是文化的載體，它並非孤立存在，而是處在一個共時與歷時的社會、文化背景中，其產生與發展無不受到社會、文化以至民族交往的影響與制約；相對的，文化在傳播上也會受到民族語言特點的影響。
本課程主要目標是藉由語言或文字所保留的各種存在或不在的文化軌跡，認識語言所體現的文化內涵，了解思維與語言的關係。透過以漢語為主的討論，認識文化、風俗習慣、道德和宗教觀念跟語言結構的特殊聯繫，並體會語言、文化和思維之間存在相互依存、相互影響的關係。再經由古今漢語、各地方言及外族語言的比較，體認不同時空，不同社會族群、不同民族的語言所呈現之語言差異，某種程度上是反映社會、文化的差異，藉此建立學生正確的語言觀，期望能達成通識課程所設定的人文素養：學習人文精神以探索內在自我與領會人類文明的深層價值、承認與尊重多元差、激發學生的傾聽與溝通能力。Language is a tool for communication and thinking, and it is also the carrier of culture. It does not exist in isolation, but is in a synchronic and diachronic social and cultural background. Its emergence and development are all affected by society, culture and even ethnic interactions. and restrictions; on the contrary, the spread of culture will also be affected by the characteristics of national language.
The main goal of this course is to understand the cultural connotation embodied in language and understand the relationship between thinking and language through the various cultural traces of existence or absence retained by language or writing. Through discussions mainly in Chinese, students can understand the special relationship between culture, customs, moral and religious concepts and language structure, and realize the interdependence and mutual influence between language, culture and thinking. Then, through the comparison of ancient and modern Chinese, local dialects and foreign languages, we can realize that the language differences presented by the languages of different time and space, different social groups, and different nationalities reflect social and cultural differences to a certain extent, so as to establish students' correct understanding of language. The concept of language is expected to achieve the humanistic qualities set by the general curriculum: learning the humanistic spirit to explore the inner self and understand the deep value of human civilization, recognizing and respecting diversity and differences, and stimulating students' listening and communication skills.
通識課程不同於專業課程，實乃著重引導學生主動關懷、探索與實踐人類的終極價值與智慧；同時通識課程所提供的知識，不是專業課程的淺薄化，而是具有厚實感的基礎知識。本校根據創校傳統、校訓與辦學理念訂定通識教育定四大基本素養：求真素養、篤信素養、力行素養與宏通素養，以具體落實本校通識教育之理想。希望本校學生能發揮自主學習精神，在通識課程老師的引導下，逐漸培養其通識教育基本素養，並期待能終身學習。各種基本素養並訂有具體的學習成效指標，以做教學與學習成效之自我檢證的具體指標，分述如下：求真素養（自然領域）：1.學習自然科學的方法或哲學以探索物理與生命世界的微妙，2.發揮就事論事的精神，3.能參與科學議題相關的公共事務。篤信素養（人文領域）：1.學習人文精神以探索內在自我與領會人類文明的深層價值，2.發展自律精神，3.能運用理性進行道德推理。力行素養（社會領域）：1.運用社會科學的方法或哲學以激發學生的傾聽與溝通能力，2.承認與尊重多元差，3.實踐民主審議的精神。宏通素養（跨領域）：1.追求人類的整體價值，2.融通求真、篤信、力行等素養於個人生命之中。各領域的課程對於學習成效指標可以跨選，不必拘泥。
General courses are different from professional courses. They actually focus on guiding students to actively care for, explore and practice the ultimate value and wisdom of mankind. At the same time, the knowledge provided by general courses is not the superficiality of professional courses, but basic knowledge with a solid sense. . Based on the school’s founding tradition, school motto and school philosophy, the school has formulated four basic qualities for general education: truth-seeking quality, belief quality, practical quality and general quality, in order to concretely implement the school’s ideals of general education. We hope that our students can develop their independent learning spirit and gradually develop their basic literacy in general education under the guidance of general education teachers, and look forward to lifelong learning. Each basic literacy has specific learning effectiveness indicators for self-examination of teaching and learning effectiveness, which are described below: Truth-seeking literacy (natural field): 1. Learn the methods or philosophy of natural science to explore physics and the subtleties of the living world, 2. Use the spirit of discussing matters as they are, 3. Be able to participate in public affairs related to scientific issues. Belief literacy (humanities field): 1. Learn the humanistic spirit to explore the inner self and understand the deep value of human civilization, 2. Develop self-discipline, 3. Be able to use rationality for moral reasoning. Practical literacy (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Recognize and respect diversity, 3. Practice the spirit of democratic deliberation. Hongtong literacy (cross-field): 1. Pursue the overall value of human beings, 2. Integrate qualities such as truth-seeking, faith, and practice into personal life. Courses in various fields can choose from different learning outcome indicators, so there is no need to be rigid.
羅常培，《語言與文化》，北京大學出版社，2009年
游汝杰，《中國文化語言學引論》，上海：上海辭書出版社，2003
申小龍，《文化語言學》，南昌：江西教育出版社，1993年
申小龍，《漢語與中國文化》，上海：復旦大學出版社，2003
周振鶴、游汝杰，《方言與中國文化》，上海：上海人民出版社，1986
蘇新春，《文化語言學教程》，北京：外語教學與研究出版社，2006年
羅肇錦，《語言與文化》，臺北，國文天地雜誌社，1990年
馬清華，《文化語義學》，南昌：江西人民出版社2000年
鄧曉華，《人類文化語言學》，廈門大學出版社1993年
何俊芳，《語言人類學教程》，北京：中央民族大學出版社，2005年
王德春、孫汝健、姚運，《社會心理語言學》上海教育出版社，1997年
常敬宇，《漢語詞彙與文化》，北京大學出版社1998年
楊 琳，《漢語詞彙與華夏文化》，北京：語文出版社1996年
邵敬敏編，《文化語言學中國潮》，北京：語文出版社1995年
北京大學中國語言文學系語言學教研室編，《漢語方言詞匯》（第二版），北京：語文出版社 1995 年
Luo Changpei, "Language and Culture", Peking University Press, 2009
You Rujie, "Introduction to Chinese Cultural Linguistics", Shanghai: Shanghai Dictionary Publishing House, 2003
Shen Xiaolong, "Cultural Linguistics", Nanchang: Jiangxi Education Press, 1993
Shen Xiaolong, "Chinese Language and Chinese Culture", Shanghai: Fudan University Press, 2003
Zhou Zhenhe and You Rujie, "Dialects and Chinese Culture", Shanghai: Shanghai People's Publishing House, 1986
Su Xinchun, "Cultural Linguistics Tutorial", Beijing: Foreign Language Teaching and Research Press, 2006
Luo Zhaojin, "Language and Culture", Taipei, Chinese World Magazine, 1990
Ma Qinghua, "Cultural Semantics", Nanchang: Jiangxi People's Publishing House, 2000
Deng Xiaohua, "Human Cultural Linguistics", Xiamen University Press, 1993
He Junfang, "Linguistic Anthropology Tutorial", Beijing: Minzu University of China Press, 2005
Wang Dechun, Sun Rujian, Yao Yun, "Social Psycholinguistics" Shanghai Education Press, 1997
Chang Jingyu, "Chinese Vocabulary and Culture", Peking University Press, 1998
Yang Lin, "Chinese Vocabulary and Chinese Culture", Beijing: Chinese Language Press, 1996
Shao Jingmin, ed., "Chinese Trend in Cultural Linguistics", Beijing: Chinese Language Press, 1995
Edited by the Linguistics Teaching and Research Section of the Department of Chinese Language and Literature, Peking University, "Chinese Dialect Vocabulary" (Second Edition), Beijing: Chinese Language Press, 1995
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考期中考 midterm exam |
30 | |
| 期末考期末考 final exam |
30 | |
| 出席率出席率 Attendance |
10 | |
| 作業作業 Homework |
30 |
