※課程目標 (Course Objectives)
1.因應：大一中文教學實用化、應用化的趨勢 2培育：專業知識生活化的習性 3練習：寫將知識融入生活的應用型文字，例如：求職履歷、讀書報告、生活札記等書寫能力。4.首要需培育學生思辨力。
■ 課程內涵 (Course Contents)
(A)
1.閱讀 質疑 觀察 批判等建立漢語文應用型學習鍊
2.經由小組討論、輪值主持討論培育成責任感、溝通、協調、編寫討論題，推派代表發言等等的團隊溝通與協調等話語能力培育。
3.觀察與紀錄的文字書寫
(B)進行
1.為了調整大一學生，於中學時期以考試作為學習思維所建立的慣性，本課程進行時特採取分組輪值主持，期以建立學生的知識自主意識。
2.分組討論以協調出共同意見，然後逐組上台發表所整合之意見，同時提繳發言條，如此進行期以逐漸培養學生:團隊、語言、文字表述等的意識。
3.如此經由:逐週輪值主持工作:講述所選篇章大綱，編寫題目供同學選題討論約25分鐘之後，分組發表、對話、整合作結等，漸次培養學生的問題意識，思辨問題過程的團隊意識等。
4.期以達到高等教育的語文教學目標

※Course Objectives
1. Reason: The trend of practical and application in freshman Chinese teaching 2 Cultivation: the life-oriented nature of professional knowledge 3 Practice: Write application-oriented words that integrate knowledge into life, such as: study and study, book reviews, life notes and other book writing skills. 4. The first thing is to cultivate students' thinking and discernment.
■ Course Contents
(A)
1. Reading, doubt, observation, criticism, etc. to establish Han Chinese application-oriented learning
2. The team discussion and value-sponsored discussion will be cultivated through group discussions, communication, coordination, editing and speech skills such as team communication and coordination, etc.
3. Observe and record textbooks
(B) Proceed
1. In order to adjust the habits established by the first-year students in middle school, this course is specially organized to host the students' knowledge and independent awareness when conducting.
2. Sub-group discussions are made to express common opinions, and then they are organized to express their integrated opinions, and at the same time, they are given a brief introduction to the students' ideas: team, language, and textual expression.
3. This is based on: weekly wheel-to-face hosting: talk about the selected chapters, edit questions for students to discuss the selected topics for about 25 minutes, and then organize the publication, dialogue, and cooperation conclusions, and cultivate students' problem awareness, team awareness of thinking about the problem process, etc.
4. To achieve the goal of language and teaching in higher education

　　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 Working 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.

1.教師自編教材，聯合文學出版之名家散文選海納百川
2.搭配與選讀篇章相關之社會新聞剪報

1. Teachers compiled textbooks and selected essays from famous artists in combination with literature and publishing
2. Combining social news clips related to reading chapters