本課程希望透過研讀唐宋詩詞的相關資料、課堂的講解與討論，讓學生充分了解詩詞的特性，詮解詩詞的語意、體悟詩詞的意境；並學會兼顧情理、形式與情感、內外緣知識，對詩詞作多面向、多層次的體會，培養出欣賞詩詞的興趣，認知傳統詩詞的美感特質，轉化為人生的價值觀。This course hopes to enable students to fully understand the characteristics of poetry, interpret the meaning of poetry, and understand the artistic conception of poetry through the study of relevant materials of Tang and Song poetry, as well as classroom explanations and discussions, and learn to take into account reason, form and emotion, and internal and external knowledge. Gain a multi-faceted and multi-level understanding of poetry, cultivate an interest in appreciating poetry, recognize the aesthetic qualities of traditional poetry, and transform them into values in life.
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 a spirit of self-discipline, 3. Be able to use reason 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.
葉嘉瑩：《唐宋名家詞賞析》（四集），臺北：大安出版社
繆鉞：《詩詞散論》，臺北：開明書店
吳丈蜀：《讀詩常識》，臺北：國文天地雜誌社
陳振寰：《讀詞常識》，臺北：國文天地雜誌社
Ye Jiaying: "Appreciation of Famous Poems of Tang and Song Dynasties" (four volumes), Taipei: Da'an Publishing House
Miao Yue: "Essays on Poetry", Taipei: Kaiming Bookstore
Wu Zhangshu: "Common Knowledge in Poetry Reading", Taipei: Chinese World Magazine
Chen Zhenhuan: "Common Sense of Word Reading", Taipei: Chinese World Magazine
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考期中考 midterm exam |
20 | |
| 期末考期末考 final exam |
20 | |
| 平時考核平時考核 Daily assessment |
20 | 包含出席、參與課堂發言與討論 |
| 學期報告學期報告 term report |
20 | 古典詩詞創意轉化:將古典詩詞作品運用現代媒介作新的詮釋 |
| 課程活動課程活動 Course activities |
20 | 對詩詞提出可供討論的問題並參與討論 |
