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. Connect literary reading with students’ life history, and then reflect on the lives of themselves and others.
2. Stimulate the interest in independent thinking and writing about oneself by observing the lives of oneself and others.
3. The focus of text appreciation lies in the interaction between the content and students’ lives, 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模組：
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. 職場語文：引導學生觀察與學科性質相應之職場動態，並應用於語文學習。
D. 生活實踐：結合專業知識，將學習延伸出教室之外，實際運用在生活之中。
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 freshman Chinese courses at our school are titled "Literary Appreciation and Practicality" (general class) and "Literary Reading and Writing" (enhanced writing class). They are based on cultivating literary literacy and are adapted to the different subject attributes of each college and the challenges they face. In order to meet the diverse needs of the workplace, the course content is planned into four major modules:
A. Classic reading: Select corresponding texts for reading and discussion based on the subject attributes of each college and department.
B. Communication and expression: Through various course activities, students’ written writing and oral expression abilities are improved.
C. Workplace Chinese: Guide students to observe workplace dynamics corresponding to the nature of the subject and apply them to Chinese learning.
D. Life practice: Combined with professional knowledge, extend learning beyond the classroom and apply it in real life.
In the future, the four major modules can be combined with different modules according to the nature of the college and department, the expertise of the teachers, and the interests and needs of the students to provide students with diversified learning.
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: "Lonely Seventeen", Taipei: Yuanjing, 1984.
2. Xi Song: "Mom, look at these flowers! 》, Taipei: Erya, 1987.
3. Xu Huizhi: "I Just Remember It Alone", Taipei: Datian, 1999.
4. Jiao Tong: "2007 Taiwan Food Anthology", Taipei: Eryu Culture, 2008.
5. Liu Zijie: "Seven Days After the Father", Taipei: Aquarius 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 Writing in class |
20 | 不接受遲交。 |
| 期中考期中考 midterm exam |
20 | 以寫作代替考試 |
