本課程目標在於:
一、使學生透過相關的東海書寫，了解東海的自然與人文景觀，以貼近東海的自然環境與傳承東海的人文精神
二、使學生透過書寫，珍惜並留存在東海的青春記憶。
三、透過古典與當代華語文學文本的閱讀與討論，使學生體會所屬文化的精神及其在當代生活中的可能價值
四、透過應用型書寫訓練，使學生具備文科大學生的基本文字素養The goals of this course are to:
1. Enable students to understand the natural and cultural landscape of the East China Sea through writing related to the East China Sea, so as to get closer to the natural environment of the East China Sea and inherit the humanistic spirit of the East China Sea.
2. Enable students to cherish and retain their youthful memories in Donghai through writing.
3. Through the reading and discussion of classical and contemporary Chinese literary texts, students can understand the spirit of their culture and its possible value in contemporary life.
4. Through applied writing training, students will be equipped with the basic writing literacy of liberal arts college students.
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 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 directions:
A. Classic reading: Select corresponding texts for reading and discussion based on the subject attributes of each college and department.
B. Communication and Expression: Improve students’ written writing and oral expression abilities through various course activities.
C. Field connection: Through the reading and writing of texts, students are guided to think about the horizontal connection between "self" and society.
D. Text practice: connect text reading with daily life and put it into writing and creation.
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.
海明威：《流動的饗宴：海明威巴黎回憶錄》。成寒譯。台北：時報，2008。
林香伶等：《借「味」・「越」讀：校園故事書》。台北：五南，2016。
教師自編講義
Hemingway: A Moveable Feast: Memoirs of Hemingway in Paris. Translated by Cheng Han. Taipei: The Times, 2008.
Lin Xiangling et al.: "Borrowing "Taste" and "Reading Beyond": Campus Storybook". Taipei: Wunan, 2016.
Teacher's own handouts
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 我獨特的東海導覽/寫作我獨特的東海導覽/寫作 My unique tour/writing of the East China Sea |
35 | |
| 期末考期末考 final exam |
35 | |
| 其他閱讀寫作討論等活動、課程參與等其他閱讀寫作討論等活動、課程參與等 Other activities such as reading and writing discussions, course participation, etc. |
30 |
