文學家王爾德曾說：「在惠斯勒的畫之前，倫敦沒有霧」。意謂著倫敦雖長期灰霧濃鎖，然而卻是透過畫家惠斯勒的畫作，大家才意識到霧的無所不在。這學期的大一中文課程，希望藉由藝文的獨特視域，藉由經典文本的閱讀理解，將文學/藝術內裡蘊含的審美特質、社會框架、文化價值，甚而是批判意識逐漸滲透釋放，在課堂上帶領同學接觸文藝美學，重新審視生活中存在已久卻或視而不見事物，建立人文精神與文化素養。Literary Wang Erd once said: "Before Whistler's paintings, there was no mist in London." It means that although London has long-term gray-fogged locks, it is only through the paintings of the painter Whistler that everyone realizes that the foggy is gone. In this freshman Chinese course, I hope to gradually reveal the aesthetic characteristics, social framework, cultural values contained in literature/artistics through the unique domain of art and the reading and understanding of classical texts, and even critical ideas, bring students to the class to contact literary and artistic aesthetics, re-examine what has existed for a long time in life without seeing things, and establish humanistic spirit and cultural cultivation.
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.
教師自編教材
Teachers' self-edited textbooks
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中/末考期中/末考 Midterm/final exam |
50 | |
| 課堂表現課堂表現 Classroom performance |
30 | |
| 分組報告分組報告 Sub-group report |
20 |
