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。"Talking about Literature" by Zhu Guangxu, a master of aesthetics, said: "Literature is the art that is most closely related to life"; "Praise" by the ancient Greek philosopher Aristotle: "Man's description occupies the primary position of literature; and life must become the main object of literature expression or the core problem of literature expression." Through writing, the writer shares his life experiences over the years, reflecting the reality of the times, and revealing the life chapters of joy, anger, sorrow and joy. Through reading, we wander in the literary world, and share the philosophy, emotions, and life stories conveyed in the works, expand our vision, increase our experience, and think about the value and meaning of life. From this we can see that literature is related to our real life integrity.
In this course, we will select works of ancient and modern literature, and guide students in the course to experience the beauty of literature, and realize that in the prosperity of the world, the transmission of ancient and modern emotions and philosophy is without time and space, and can reflect each other's hearts. Due to the limited time of class, the theme of this course mainly relies on the theme of "Seeking Nature" and hopes to guide students in the course to relax their pace of life, experience the beauty of nature with a detailed look, and reflect on the relationship between man and nature. There is a subtitle every week, such as exploring the nature explored in fables; related to love, affection, friendship, book, heaven, earth, music, travel... or to make a cleverly integrated natural literature work. Then, we further explore "Tao and Nature", hoping that students can understand the way of nature while the four seasons are evolving and the clouds are relaxed, and thus find a way to maintain their own body and mind.
In short, in the classroom, in-depth discussions and discussions on the texts above "Natural Literature" will be conducted through lectures and questions. I hope that students in the course can explore the essence of literary works, explore the relationship between literature and nature, and further explore the meaning of our life itself. In addition, I hope that students in the course can view their own life situations and ideas through reading, thinking, writing, and discussing, and viewing the universe outside, and traveling freely on the path 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 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.
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・Self-editing lecture
B・Reference books
Zhuangzi, Guo Xiang's note, "Bangzi" (Taipei: Artist), 1968.
Qu Wanli, "People's Psychics", Taipei: United Publishing Company, September 1984.
Ling Fu, "Eat the Wild Apples: Taiwan Wild Vegetable Pictures" (Taipei: Time Culture), 1995.
Shaman Blueboan, "The Deep Love of the Cold Sea" (Taipei: Joint Literature), 1997.
Liao Dongji, "The Birth of the Whale" (Taipei: Morning Star), 1997.
Ling Fu, "Encountering the Wilderness" (Taipei: Joint Literature), 1999.
Liu Kexiang: "The Whale of the Head" is Helian, 1999 second edition, pages 94-95.
Morgan, Li Yongping, "The Voice of Lou Ye: An American Woman's Spiritual Journey in the Australian Desert", 1999.
Shu Guozhi, "Ideal Afternoon" (Taipei: Far), 2003.
Wu Mingyi, "Taiwan Natural Writing Selection" (Taipei: Eryu Culture), June 2003.
Hu Fengyuan, "Taipei Contemporary Travel Culture" (Taipei: Eryu Culture), 2004.
Shang Woono, Li Yuzhao, "The Man of a Tree" (Taipei: Morning Star), 2005.
Liu Kexiang, "Bird Pinoza" (Taipei: Far-flowing), March 2007.
Chen Guanxue, "Autumn in the Garden" (Taipei: Age), 2007.
"Traveling in Taiwan" (Taipei: Time News), 2008.
Liu Kexiang, "Life with Flowers" (Taipei: Published by Youliu), 2008.
Soro, "Hubei Dictionary" (Taipei: Taiwan Business), 2010.
Liu Kexiang, "The Bean Mouse Goes Home" (Taipei: Far Water), December 2011.
Arong Saconu, "Pig, Flying Rat, Saconu" (Taipei: Jerusal International), December 2011.
Liao Yuji, "From the Deep Sea" (Taipei: Morning Star), April 2012.
Liao Yuji, "The Seaman" (Taipei: Morning Star), April 2013.
Jack London, Liu Xiaozhi, "The Wild Call: Jack. London Novel Selection (Taipei: If), 2014.
Li Yulin, "Making a New Earth: Contemporary Taiwanese Nature Book" (Taipei: National Taiwan University), 2015.
Black Willow Sword, translated by Wang Su, "The Legend of the World" (Taipei: The Family of the 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 Course level |
15 | |
| 課堂討論與報告課堂討論與報告 Class discussion and report |
20 | |
| 期中考期中考 Midterm exam |
30 | |
| 小考小考 Small exam |
5 |
