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

The pre-Qin Scriptures established the development of Chinese thought. The relevant literature and historical materials of this period were more important for the deduction of later thoughts and literary morals. They inherited and transformed the old traditions of the Shang and the two Zhou civilizations, and then began the development of thought and culture in China for more than two thousand years, which was actually important and precious. If they could study in relevant higher education such as colleges and universities, they could improve students' personal cultivation, thinking ability, language reading and writing ability, and related creation ability of life. This course is designed for the whole year, so in the first period, Confucianism and Mohist thought were used as the object of exploration; in the next period, Taoist thought and Legalism thought were used as the object of exploration. The focus is on the analysis of its literary structure and the exploration of ideological connotation.

※ Basic Theory Part:
1. Explain and explore the background of the pre-Qin period.
2. Conduct a new review and analysis of the content of the pre-Qin Scriptures.
3. Conduct a new comparison and research on the core values ​​of each school’s thoughts.

※ Lifestyle parts:
The combination and use of pre-Qin Scripture thought and modern life
A. Management of international relations
B. Management of self-emotion
C. The improvement of life
D. Recreation of thinking mode

※ The whole part of the thinking:
Reassessment of the value of life and its related knowledge
A. Explore the value and limitations of language
B. Explore the benefits and obstacles of knowledge
C. Understand the true appearance of life and death
D. Know yourself 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 first-year Chinese course in this school is called "Literature Appreciation and Practice" (General Class) and "Literature Reading and Writing" (Strengthen Working 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.

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. Select "Speech" to read.
2. Select "Mencius" to read.
3. Selected reading of "Xunzi".
4. Select "Laozi" to read.
5. Select "Zangzi" to read.
6. Select "Mozi" to read.
7. Select "Korean Feizi" to read.
8. The teacher will write a lecture.