先秦諸子各家立論為中國思想之發端，此時期之相關文獻與史料更為後世思想推演與文學濫觴之重要樞機；其承繼並轉化殷商、兩周文明之舊傳統，而下開中國兩千多餘年之思想與文化之發展，實為重要、寶貴；若能於大學等相關高等教育中深入研習，則能增進學生之個人修為、思考能力、語言閱讀及寫作能力，以及生活種種之相關創發能力。本課程為全學年之設計，故上學期以儒家思想及墨家思想為探討對象；下學期則以道家思想及法家思想為探討對象。著重在其文學架構之分析與思想內涵之探討。

※ 基礎理論部分：
1.對先秦諸子時代之背景進行解說與探討。
2.對先秦諸子之文獻內容進行新的詮釋與分析。
3.對各家思想核心之價值進行全新的比較與研究。

※ 生活運用部分：
先秦諸子思想與現代生活之結合與運用
A.人際關係之處理
B.自我情緒之管理
C.生命內蘊之提升
D.思維模式之再造

※ 思維統整部分：
對生命總體之價值及其相關認知之重新評估
A.探索語言的價值與限制
B.探索知識的利益與障礙
C.認識生死的真實樣貌
D.認識自我與創造自我

Various schools of thought in the Pre-Qin Dynasty established their theories as the beginning of Chinese thought. Relevant documents and historical materials from this period are more important for later generations' ideological deduction and the origin of literature. They inherited and transformed the old traditions of the Yin, Shang and Zhou Dynasty civilizations, and started the development of China for more than 2,000 years. The development of thought and culture is indeed important and valuable; if it can be studied in depth in universities and other related higher education, it can enhance students' personal cultivation, thinking ability, language reading and writing abilities, as well as various related creative abilities in life. This course is designed for the whole academic year, so the first semester will focus on Confucianism and Mohist thought; the second semester will focus on Taoist thought and Legalist thought. Focus on the analysis of its literary structure and discussion of its ideological connotation.

※ Basic theory part:
1. Explain and discuss the background of the pre-Qin era.
2. Conduct a new interpretation and analysis of the contents of the literature of the pre-Qin scholars.
3. Conduct a new comparison and study on the core values ​​of each school of thought.

※ Life application part:
The combination and application of the thoughts of pre-Qin scholars and modern life
A.Handling of interpersonal relationships
B. Management of self-emotions
C. Improvement of life essence
D. Reconstruction of thinking patterns

※ Thinking integration part:
Re-evaluation of the overall value of life and its related cognitions
A. Explore the value and limitations of language
B. Benefits and obstacles to exploring knowledge
C. Understand the true appearance of life and death
D. Understand and create yourself

　　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.

1.《論語》選讀。
2.《孟子》選讀。
3.《荀子》選讀。
4.《老子》選讀。
5.《莊子》選讀。
6.《墨子》選讀。
7.《韓非子》選讀。
8.教師自編講義。

1. Selected readings from The Analects of Confucius.
2. Selected readings from "Mencius".
3. Selected readings from "Xunzi".
4. Selected readings from "Laozi".
5. Selected readings from "Zhuangzi".
6. Selected readings from "Mozi".
7. Selected readings from "Han Feizi".
8. Teachers compile their own handouts.