第一階段由生活化的古典詩歌開始介紹，代入現代流行歌詞，引起學生對詩歌的興趣並嘗試創作，在流行歌詞及古典文本的前後對照下，瞭解傳統文學在現今社會的實際應用。第二階段轉入一系列古典文本導讀，以培養學生賞析古典文學、觀察文本背景的能力。本課程在創作外，特別注重課堂上的分組討論和發表，及課後的分組作業。The first stage starts with the introduction of life-oriented classical poetry, and then substitutes it with modern popular lyrics to arouse students' interest in poetry and try to create. Through the comparison of popular lyrics and classical texts, they can understand the practical application of traditional literature in today's society. The second stage shifts to a series of introductory readings of classical texts to cultivate students' ability to appreciate classical literature and observe the text background. In addition to creative writing, this course pays special attention to group discussions and presentations in class, as well as group assignments after class.
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.
教師自編教材
Teachers’ own textbooks
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中評鑑期中評鑑 Midterm evaluation |
20 | |
| 期末評鑑期末評鑑 Final evaluation |
20 | |
| 學期作業學期作業 term assignments |
20 | 1.若有抄襲，本科必當。 2.遲交者成績最高80，遲交一星期以上者最高70，以此類推。 |
| 課堂討論、小考課堂討論、小考 Class discussions, quizzes |
20 | 每星期皆可能針對上星期課程內容（或請大家預習的文本）出題小考，不可補考。 |
