美學宗師朱光潛《談文學》：「文學是一種與人生最密切相關的藝術」；古希臘哲學家亞里斯多德《詩學》：「人的描寫居於文學的首要地位；而人生，勢必成為文學表現的主要對象，或文學表現的核心問題」。作家透過文字書寫，分享經過歲月積澱的生命經驗，反映時代現實，譜出喜怒哀樂之生命樂章；吾人透過閱讀，徜徉在文學世界當中，與作品中傳達的哲思、情感、人生故事共鳴，開拓視野，增加閱歷，思考生命存在的價值與意義。由此可知，文學與吾人現實人生誠習習相關。
本課程，擬擷選古今文學作品，引領修課同學感受文學之美，體悟在塵世的繁華裡，古今情感、哲思的傳遞是没有時空隔閡，是可以心心相映。由於上課時間有限，本學期課程主題主要扣緊「賞愛自然」這一主題，希冀引領修課同學們放緩生活腳步，以細膩情懷感受大自然之美，省思人與大自然之間的關係。課程，每週皆有一子題，如探討寓言故事中探及的自然；與愛情、親情、友情、繪本、天地人、音樂、旅遊⋯⋯有關，或作一巧妙結合的自然文學作品。並據此，進一步探討「道與自然」，希冀同學們能在四季遞嬗、雲卷雲舒之中，領悟自然之道，由此找著安頓自我身心之方。
要之，課堂中，將以講授與問題討論方式，對有關「自然文學」之上課文本作深度的探討與詮釋。希冀修課同學們能掘發文學作品要義，探討文學與自然的關係，並進一步回歸吾人生命本身意義之探索。此外，並希冀修課同學能藉由閱讀、思考、書寫、討論，內觀自己的生命情境與思路，外觀蒼穹宇宙，自在悠遊於成長之道路。Zhu Guangqian, the master of aesthetics, said in "Talk about Literature": "Literature is an art most closely related to life"; the ancient Greek philosopher Aristotle's "Poetics": "Description of human beings occupies the primary position in literature; and life is bound to become literature The main object of expression, or the core issue of literary expression." Through writing, writers share life experiences accumulated over the years, reflect the reality of the times, and compose a life movement of joy, anger, sorrow, and joy; through reading, we wander in the literary world and resonate with the philosophies, emotions, and life stories conveyed in the works. Broaden your horizons, increase your experience, and think about the value and meaning of life. It can be seen from this that literature is closely related to our real life habits.
This course intends to select ancient and modern literary works to lead students to feel the beauty of literature and realize that in the prosperity of the world, the transmission of ancient and modern emotions and philosophies has no time and space barriers, and can be communicated heart to heart. Due to limited class time, the theme of this semester's course is mainly focused on the theme of "Appreciating Nature", hoping to lead students to slow down their pace of life, experience the beauty of nature with delicate feelings, and reflect on the relationship between man and nature. . Each week of the course has a sub-topic, such as exploring the nature explored in fables; related to love, family, friendship, picture books, heaven, earth and people, music, travel..., or writing a cleverly combined natural literary work. Based on this, we further explore "Tao and Nature", hoping that students can understand the Tao of nature amidst the changing seasons and the rolling clouds, so as to find a way to settle their body and mind.
Basically, in the classroom, lectures and question discussions will be used to conduct in-depth discussions and interpretations of the text on "Natural Literature". It is hoped that students taking this course can discover the essence of literary works, explore the relationship between literature and nature, and further return to the exploration of the meaning of our lives. In addition, we hope that through reading, thinking, writing, and discussing, students can take an introspective look at their own life situations and thoughts, look at the sky and the universe, and freely travel on the road of growth.
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.
甲・自編上課講義
乙・參考書籍
莊子，郭象註，《莊子》（台北：藝文），1968年。
屈萬里，《詩經詮釋》，臺北：聯經出版事業公司，1984 年9 月。
凌拂，《食野之苹：臺灣野菜圖譜》（台北：時報文化），1995年。
夏曼‧藍波安，《冷海情深》（台北：聯合文學），1997年。
廖鴻基，《鯨生鯨世》（台北：晨星），1997年。
凌拂，《與荒野相遇》（台北：聯合文學），1999年。
劉克襄：《座頭鯨赫連麼麼》，1999年二版，頁94-95。
摩根，李永平譯，《曠野的聲音：一個美國婦人在澳洲沙漠的心靈之旅》，1999年。
舒國治，《理想的下午》（台北：遠流），2003年。
吳明益，《臺灣自然寫作選》（台北：二魚文化），2003年6月。
胡錦媛，《臺灣當代旅行文選》（台北：二魚文化），2004年。
尚・紀沃諾，李毓昭譯，《種樹的男人》（台北：晨星），2005年。
劉克襄，《風鳥皮諾查》（台北：遠流），2007年3月。
陳冠學，《田園之秋》（台北：前衛），2007年。
蔣勳等著，《旅行台灣》（台北：時報出版），2008年。
劉克襄編著，《花紋樣的生命》（台北：幼獅出版），2008年。
梭羅，《湖濱散記》（台北：台灣商務），2010年。
劉克襄，《豆鼠回家》（台北：遠流），2011年12月。
亞榮隆・撒可努，《山豬・飛鼠・撒可努》（台北：耶魯國際），2011年12月。
廖鴻基，《來自深海》（台北：晨星），2012年4月。
廖鴻基，《討海人》（台北：晨星），2013年4月。
傑克・倫敦，劉曉樺譯，《野性的呼喚：傑克．倫敦小說選》（台北：如果），2014年。
李育霖，《擬造新地球：當代臺灣自然書寫》（台北：國立臺灣大學），2015年。
黑柳徹子，王蘊潔譯，《窗口邊的荳荳》（台北：親子天下），2015年
A. Compiled class handouts
B・Reference Books
Zhuangzi, annotated by Guo Xiang, "Zhuangzi" (Taipei: Yiwen), 1968.
Qu Wanli, "Interpretation of the Book of Songs", Taipei: Lianjing Publishing Company, September 1984.
Ling Fu, "Eating Wild Apples: An Atlas of Taiwanese Wild Vegetables" (Taipei: Times Culture), 1995.
Charman Ramboan, "The Cold Sea Love" (Taipei: United Literature), 1997.
Liao Hongji, "Whales Born into Whales" (Taipei: Morning Star), 1997.
Ling Fu, "Encounter with the Wilderness" (Taipei: United Literature), 1999.
Liu Kexiang: "Humpback Whale Helen Momo", second edition 1999, pp. 94-95.
Morgan, translated by Li Yongping, "The Voice of the Wilderness: An American Woman's Spiritual Journey in the Australian Desert", 1999.
Shu Guozhi, "Ideal Afternoon" (Taipei: Yuanliu), 2003.
Wu Mingyi, "Selected Taiwan Nature Writing" (Taipei: Eryu Culture), June 2003.
Hu Jinyuan, "Selected Contemporary Travel Essays on Taiwan" (Taipei: Eryu Culture), 2004.
Shang Jiwono, translated by Li Yuzhao, "The Man Who Planted Trees" (Taipei: Morning Star), 2005.
Liu Kexiang, "Pinocha the Wind Bird" (Taipei: Yuanliu), March 2007.
Chen Guanxue, "Pastoral Autumn" (Taipei: Avant-garde), 2007.
Jiang Xun et al., "Traveling in Taiwan" (Taipei: Times Publishing), 2008.
Edited by Liu Kexiang, "Life in Patterns" (Taipei: Young Lion Publishing), 2008.
Thoreau, "Lakeside Essays" (Taipei: Taiwan Business), 2010.
Liu Kexiang, "The Mouse Comes Home" (Taipei: Yuanliu), December 2011.
Yaronlong Saknu, "Boar, Flying Squirrel, Saknu" (Taipei: Yale International), December 2011.
Liao Hongji, "From the Deep Sea" (Taipei: Morning Star), April 2012.
Liao Hongji, "Sea Seeker" (Taipei: Morning Star), April 2013.
Jack London, translated by Liu Xiaohua, "Call of the Wild: Jack. London Selected Novels (Taipei: If), 2014.
Li Yulin, "Making a New Earth: Contemporary Taiwanese Nature Writing" (Taipei: National Taiwan University), 2015.
Tetsuko Kuroyanagi, translated by Wang Yunjie, "Doudou by the Window" (Taipei: Parent-Child World), 2015
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 修課態度 修課態度 Attitude towards taking courses |
15 | |
| 課堂討論與報告課堂討論與報告 Class discussions and reports |
20 | |
| 期中考期中考 midterm exam |
30 | |
| 小考小考 Quiz |
5 |
