本課程為大一必修中文課程，課程名稱為「文學欣賞與實用」，具體內容則聚焦在「古典詞曲賞析與實用」。
詞有別於詩，屬於中國文學史上風格特殊的文體，透過曼妙宛轉的曲律，情意的表達更加細膩曲折、意境深遠幽渺。而曲分散曲、劇曲，更是抒情與敘事交融會合的神品。本課程選課對象為大一學生，一般接觸古典詩歌的機會遠多於古典詞曲，因此，本課程講授內容以詞為主、曲為輔，擬以深入淺出的方式，為學生介紹情味寯永的詞曲。
課程內容首先說明詞之起源與發展歷程，和唐宋時代、社會背景之間的聯繫，從中啟發學生思考詞之特質其所由來；其後進行名家名詞之選讀與討論，引導學生閱讀詞作之方法與特殊審美取向，思考詞人的生命歷程與其詞作之間的關係，理解詞家風格之形成及其文學地位。曲則在下學期講授。並且搭配學生分組上台報告，以及吟唱朗誦的活動，藉由親身參與，體會詞體精緻細膩的意境。

課程目標有以下數點:
(一)介紹詞的源起、發展與演變，增進學生詞學基本概念，理解詞體的風格特質。
(二)累積詞作的閱讀經驗，培養分析詞作的能力，從中品味精妙的文字，體察詞人內在心靈，欣賞詞體美麗的意境。
(三) 培養學生對詞作的深度理解，思考詞人之生命經驗，並藉此涵養情性，從中提煉生命智慧，藉以充實精神生活。
(四)透過吟唱朗誦，體驗詞體精微的藝術品味、細膩的情感表達，以及宛轉悠揚的音樂特質，藉以具體而深刻地領會詞。

本課程以唐宋詞為講授內容，首先融入文學史的概念探討詞體起源、發展歷程，介紹教坊曲與敦煌詞，以及中唐人作品白居易與劉禹錫詞，以明詞體萌芽期之狀態。接著，進行名家詞作選讀與討論，以歷史脈絡的方式，依序介紹西蜀詞、南唐詞、北宋詞、南宋詞，原則上每週選擇一位名家分析其作品，以切實理解詞家風格之形成，並思索其詞史地位。

至於授課方式，以教師講授、鼓勵學生參與討論為主要方式，搭配二項學生作業，以提升師生之間的交流。學生的作業有二：
期中考試之前，請學生自擇一首詞作進行深入的分析，撰寫成個人作業繳交。在學期結束之前，將請學生分組上台報告，自擇某家或某主題之詞作，以〈詞體研讀之多元面向〉為題進行團體報告以及詞作吟唱朗誦，運用PPT、圖片、影音媒體等多元化方式分析詞作並實際上台朗誦，以活潑教學，提升學生參與度。

This course is a compulsory Chinese course for freshman students. The course name is "Literary Appreciation and Practicality", and the specific content focuses on "Classical Lyrics and Music Appreciation and Practicality".
Ci is different from poetry. It belongs to a special style in the history of Chinese literature. Through the graceful and melodious rhythm, the expression of emotion is more delicate and tortuous, and the artistic conception is profound and subtle. The compositions, operas and operas are masterpieces that combine lyricism and narrative. This course is targeted at first-year students, who generally have far more opportunities to come into contact with classical poetry than classical lyrics and music. Therefore, the teaching content of this course is mainly about lyrics and supplemented by music. It is intended to introduce students to the emotional lyrics and music of Huanyong in a simple and easy-to-understand way.
The content of the course first explains the origin and development of Ci, the connection between the Tang and Song dynasties and the social background, thereby inspiring students to think about the origin of the characteristics of Ci. It then conducts a selection and discussion of famous names, guiding students to read the methods and special aesthetic orientations of Ci, think about the relationship between the poet's life course and his Ci, and understand the formation of the Ci writer's style and his literary status. Qu will be taught in the next semester. It is also paired with students' presentations in groups and singing and recitation activities. Through personal participation, you can experience the exquisite and delicate artistic conception of the lyrics.

The course objectives include the following:
(1) Introduce the origin, development and evolution of words, enhance students’ basic concepts of word learning, and understand the stylistic characteristics of word styles.
(2) Accumulate experience in reading lyrics, cultivate the ability to analyze lyrics, appreciate the exquisite words, understand the inner soul of the poet, and appreciate the beautiful artistic conception of the lyrics.
(3) Cultivate students' in-depth understanding of poetry, think about the poet's life experience, and use this to cultivate their emotions, refine life wisdom, and enrich their spiritual life.
(4) Through singing and recitation, you can experience the subtle artistic taste, delicate emotional expression, and melodious musical characteristics of the lyrics, so as to gain a concrete and profound understanding of the lyrics.

This course takes the poetry of the Tang and Song Dynasties as the teaching content. It first integrates the concept of literary history to explore the origin and development of the style of poetry, introduces Jiaofang Qu and Dunhuang poetry, as well as the works of Bai Juyi and Liu Yuxi in the mid-Tang Dynasty, to understand the embryonic state of the style of poetry. Next, there will be a selection and discussion of famous poets' poems, and the Western Shu Ci, Southern Tang Ci, Northern Song Ci, and Southern Song Ci will be introduced in order in a historical context. In principle, a famous writer will be selected to analyze his works every week to truly understand the formation of the poet's style and think about his position in the history of Ci.

As for the teaching method, teachers give lectures and encourage students to participate in discussions as the main methods, paired with two student assignments to enhance communication between teachers and students. There are two assignments for students:
Before the midterm exam, students are asked to choose a poem for in-depth analysis and submit it as a personal assignment. Before the end of the semester, students will be invited to give presentations on stage in groups. They will select lyrics from a certain genre or theme. They will conduct a group report and recite the lyrics with the title "Diversified Aspects of Lyric Style Study". They will use PPT, pictures, audio-visual media and other diversified methods to analyze the lyrics and actually recite them on stage. This will lead to lively teaching and increase student participation.

　　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). Based on the cultivation of literary literacy, in response to the different subject attributes of each college and in the face of 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: Through various course activities, students’ written writing and oral expression abilities are improved.
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.

指定書目：
鄭騫：《詞選》，臺北，中國文化大學，1982年
張麗珠：《袖珍詞選》，台北：里仁書局，2003年
參考書目：
葉嘉瑩：《唐宋詞十七講》，臺北，桂冠，1992年
張麗珠：《袖珍詞學》，台北：里仁書局，2006年
龍沐勛、卓清芬：《唐宋名家詞選》，臺北，里仁，2007年

Specified books:
Zheng Qian: "Selected Poems", Taipei, Chinese Culture University, 1982
Zhang Lizhu: "Selected Pocket Poems", Taipei: Liren Book Company, 2003
Bibliography:
Ye Jiaying: "Seventeen Lectures on Tang and Song Ci", Taipei, Guiguan, 1992
Zhang Lizhu: "Pocket Poetry", Taipei: Liren Book Company, 2006
Long Muxun and Zhuo Qingfen: "Selected Poems of Famous Writers of the Tang and Song Dynasties", Taipei, Liren, 2007