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 the first year. The course is called "Literature Appreciation and Practice", and the specific content focuses on "Classic Lyrics and Practice Analysis and Practice".
The lyrics are different from poems, which belong to the literary body with a special style in the history of Chinese literature. Through the graceful and melodious rhythms, the expression of emotions is more detailed and tortuous, and the artistic conception is profound and remote. The songs and dramas are even more of the magical works that blend lyricism and events. The subjects of this course are freshmen, and the chances of accessing classical lyrics are generally more common than classical lyrics. Therefore, the content of this course is mainly lyrics and melodies, and in a deep and pure way, introducing students to eternal lyrics.
The course content first explains the origin and development process of the lyrics, and the connection with the Tang and Song dynasties and social backgrounds, and creates students' thinking about the characteristics of the lyrics from it; then they conduct selection and discussion of famous nouns, guide students' reading methods and special aesthetic orientations, think about the relationship between the life course of the lyricist and his lyrics, and understand the formation of the lyricist style and its literary status. The song will be taught in the next period. And they are also accompanied by students' group to report on stage and chant the chanting activities, and through personal participation, the lyrics and detailed artistic conception are intricate.
The course goals are as follows:
(I) Introduction to the origin, development and evolution of vocabulary, and enhance the basic concepts of student vocabulary, and understand the style characteristics of vocabulary.
(2) Cumulative reading experience of lyrics, cultivate the ability to analyze lyrics, taste the exquisite words from it, observe the inner spirit of the lyrics, and appreciate the beautiful artistic conception of the lyrics.
(III) Cultivate students' deep understanding of the word, think about the life experience of the verb, and use this to cultivate emotions, improve life wisdom from it, and use it to enrich spiritual life.
(IV) Through chanting, the subtle artistic taste of the verb, the detailed emotional expression, and the melodious musical characteristics, the concrete and profound musical characteristics, the verbal language is led in a concrete and profound way.
This course teaches the content of Tang and Song lyrics. First, it integrates the concept of literary history to explore the origin and development of the lyrics, introduces the Jiaofang song and Dunhuang lyrics, as well as the works of the middle Tang Dynasty, Bai Juyi and Liu Yuxi lyrics, and uses the status of the germination period of the Ming lyrics. Then, a famous lyrics were selected to read and discuss, and in the form of historical context, the Western Shu lyrics, Southern Tang lyrics, Northern Song lyrics, and Southern Song lyrics were introduced in sequence. The principle was that a famous lyricist was chosen every week to analyze his works to effectively understand the formation of the lyricist style and to think about its historical status.
As for the teaching method, teachers teach and encourage students to participate and discuss as the main method, and pair them with the two students' work to enhance communication between teachers and students. There are two types of students’ work:
Before the midterm exam, students are asked to conduct in-depth analysis on their own words and write them into personal work. Before the end of the school period, students will be asked to report on stage, and lyrics from a certain school or a certain topic, and conduct group reports and lyrics with the topic of "Diversity of Lyric Research and Reading". They use diverse methods such as PPT, pictures, audio and video media to analyze the lyrics and actually go to stage to speak on stage, so as to lively teaching and improve students' 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 first-year Chinese course in this school is called "Literature Appreciation and Practice" (General Class) and "Literature Reading and Writing" (Strengthen Writing Class). It is based on the foundation of cultivating literary literacy. Due to the different subject attributes of each college and the diverse needs of the job site, the course content specifications are planned in 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 director, as well as the interests and needs of students to learn in a diverse manner.
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
Designated books:
Zheng Quan: "Luote Selection", Taipei, China University of Culture, 1982
Zhang Lizhu: "Pocket Picking", Taipei: Liren Book Bureau, 2003
Reference books:
Ye Jiaying: "Seventeen Lectures of Tang and Song Dynasties", Taipei, Laurel, 1992
Zhang Lizhu: "Pocket Lyrics", Taipei: Liren Book Bureau, 2006
Long Mu Yu and Zhuo Qingfen: "Choose of Famous Masters of the Tang and Song Dynasties", Taipei, Li Ren, 2007
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考期中考 Midterm exam |
25 | |
| 期末考期末考 Final exam |
25 | |
| 平時成績(出席率、課堂表現)平時成績(出席率、課堂表現) Regular results (attendance rate, class performance) |
30 | |
| 作業成績(上述二項)作業成績(上述二項) Operation achievements (the above two items) |
20 |
