1.使文學閱讀與學生的生命歷程產生連結，進而觀照自我與他人的生命。
2.透過觀照自我與他人的生命，激發獨立思考與書寫自我的興趣。
3.文本賞析的重心在於內容與學生生命的交響，以使閱讀增添深刻度。1. Make literature reading connect with students' life courses, and then observe the lives of oneself and others.
2. Inspire independent thinking and writing self through viewing oneself and the lives of others.
3. The focus of text analysis is on the interaction between the content and the life of students, so as to add depth to the reading.
本校大一中文課程名稱為「文學欣賞與實用」（一般班）與「文學閱讀與寫作」（加強寫作班），奠基於培養文學素養的基礎上，因應各學院學科屬性之不同，以及面對職場的多元需求，將課程內容規畫為四大方向：
A. 經典閱讀：針對各學院系學科屬性，擇選相應之文本進行閱讀與討論。
B. 溝通表達：藉由各式課程活動，提昇學生的書面寫作與口語表達之能力。
C. 場域連結：透過文本的閱讀與書寫，引導學生思索「自我」與社會的橫向連結。
D. 文本實踐：將文本閱讀與日常生活進行連結，付諸書寫與創作。
未來四大模組可依學院系性質、任課教師專長、以及學生興趣與需求，配搭出不同模組之組合，供學生多元學習。
The Chinese courses in our freshman year are named "Literature Appreciation and Practice" (General Class) and "Literature Reading and Writing" (Strengthen Writing Class). They are based on the foundation of cultivating literary literacy, due to the different subject attributes of different colleges and their facets The diverse needs of the job site are designed to include four major directions:
A. Classical reading: Select corresponding texts for reading and discussion on the subject attributes of each department.
B. Communication expression: Through various course activities, students can improve their ability to write and oral expression in writing.
C. Field link: Through text reading and writing, students are guided to think about the directional link between "self" and society.
D. Text implementation: Link text reading with daily life, write and create.
In the future, the four major models can be combined with different models based on the nature of the department, as well as the teacher's position, as well as the interests and needs of students to learn in a diverse manner.
1.白先勇：《寂寞的十七歲》，台北：遠景，1984。
2.奚淞：《姆媽，看這片繁花！》，台北：爾雅，1987。
3.許悔之：《我一個人記住就好》，台北：大田，1999。
4.焦桐：《2007台灣飲食文選》，台北：二魚文化，2008。
5.劉梓潔：《父後七日》，台北：寶瓶文化，2010。
1. Bai Xianyong: "The Lonely Seventeen Years", Taipei: Far Scenery, 1984.
2. Xi Song: "Mum, watch this flower scene! 》, Taipei: Erya, 1987.
3. Regret: "It's good that I remember it alone", Taipei: Datian, 1999.
4. Jiao Tong: "2007 Taiwan Food Text Selection", Taipei: Eryu Culture, 2008.
5. Liu Ziyan: "Seven Days After Father", Taipei: Baoping Culture, 2010.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂表現課堂表現 Classroom performance |
20 | 口頭報告。 |
| 出席狀況出席狀況 Attendance status |
20 | 點名3次未到，此項成績以0分計。 |
| 隨堂書寫隨堂書寫 Books by Sutang |
20 | 不接受遲交。 |
| 期中考期中考 Midterm exam |
20 | 以寫作代替考試 |
