一、學生能理解現代、古典文學各文類特色
二、提升學生鑑賞散文、詩、小說作品的文學涵養
三、提升學生中文閱讀與創作的基本能力
四、使學生能開拓生活的視野與體悟，及人文省思
小說、散文、新詩向來為文學獎的遴選項目，同時也是當代人們書寫的主要題裁，做為表現生活感性與知性是不可或缺的方式。
本課程欲透過古典或現代文學代表作品，以小說、散文類體裁為主要教材，遴選作品引領學生閱讀，培養學生閱讀習慣，並搭配主題分組討論，了解各家之所長，提升個人文學涵養。

1. Students can understand the characteristics of various genres of modern and classical literature
2. Improve students’ literary literacy in appreciating prose, poetry, and novels.
3. Improve students’ basic abilities in Chinese reading and writing
4. To enable students to broaden their horizons and understanding of life, and to reflect on humanities
Novels, essays, and new poems have always been the selection items for literary awards. They are also the main topics for contemporary people's writing. They are indispensable ways to express the sensibility and intellectuality of life.
This course aims to use representative works of classical or modern literature, with novels and prose genres as the main teaching materials. It selects works to guide students in reading, cultivate students' reading habits, and organizes group discussions with themes to understand the strengths of each school and improve personal literary accomplishment.

　　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.

佛斯特(Forster,E.M.)，《小說面面觀》，志文出版社，1973。
王聰威：《濱線女兒─哈瑪星思戀起》，臺北：聯合文學，2008。
王盛弘：《關鍵字，台北》，臺北：馬可孛羅出版社，2008。
劉克襄、李昂、路寒袖、林正盛、鍾文音等人：《城市書寫：33位作家臺中印象》，臺北：晨星出版社，2014。
田中實加：《灣生回家》，臺北：遠流出版社，2015。

Forster, E.M., "Aspects of the Novel", Zhiwen Publishing House, 1973.
Wang Congwei: "The Daughter of the Shoreline - The Love of Hama Star", Taipei: United Literature, 2008.
Wang Shenghong: "Keywords, Taipei", Taipei: Marco Polo Publishing House, 2008.
Liu Kexiang, Li Ang, Lu Hanxiu, Lin Zhengsheng, Zhong Wenyin and others: "City Writing: Impressions of Taichung by 33 Writers", Taipei: Morning Star Publishing House, 2014.
Tanaka Mika: "Wan Sheng Returns Home", Taipei: Yuanliu Publishing House, 2015.