「文學閱讀與寫作」課程讓教學現場成為以「讀」、「寫」作中心的場域，而能培育「深厚的博雅底蘊」，乃以「思辨」為主軸，以「2＋1」為設計架構，落實「跨域」的對話。
在六大範疇的支柱中，「2＋1」的第一個概念是，突破中文、英文單一授課的模式，在中文、英文分別授課（2）與共時授課（1）的靈活運用裡，從建立聽說讀寫的基本能力作開端，奠定深度「連結」（Connect）的基礎，不僅讓語文成為專業學習與社會需求的基礎能力，更能對不同文化產生深度與廣度的對話。
「2＋1」的第二個概念是，以大二上（1）的成果展呈現大一兩學期（2）的學習成果，強調在學習的過程中，探索「文學閱讀與寫作」和靈活思維、認識社會之間的關連，並在思辨的過程當中，發展出全方位成熟人格。
The "Literature Reading and Writing" course allows the teaching scene to become a field centered on "reading" and "writing", and can cultivate "deep Boyadiz", which mainly uses "thinking" as the main axis and "2+1" as the design structure to implement "cross-domain" dialogue.
Among the six pillars, the first concept of "2+1" is to break through the single-teaching model of Chinese and English teaching, and in the flexible use of Chinese and English teaching (2) and co-teaching (1), establish the basic ability of listening and reading and writing, laying the foundation for deep "connection", not only makes language a basic ability to professionally learn and social needs, but also generate deep and broad dialogues for different cultures.
The second concept of "2+1" is to present the learning results of the second year (1) in the first year (2) in the first year (1), and emphasize the connection between "literature reading and writing" and flexible thinking and understanding society, and develop a comprehensive mature personality in the process of thinking.
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.
郭箏《好個翹課天》（台北：印刻，2003）
張愛玲《傾城之戀》（台北：皇冠，1991）
Cambell, Joseph著，朱侃如譯《千面英雄》（台北：立緒，1997）
Haraway, Donna著，張君玫譯：《猿猴、賽伯格和女人：重新發現自然》（台北：群學，2010）
謝哲青《因為尋找，所以看見：一個人的朝聖之路》（台北：時報，2017）
舒國治《理想的下午》（台北：遠流，2000）
自編教材
Guo Yu's "A Good Day of the Day" (Taipei: Printing, 2003)
Zhang Ailing's "The Legend of the City" (Taipei: Crown, 1991)
By Cambell, Joseph, Zhu Kanru translated "The Hero of Thousand Faces" (Taipei: Li Chang, 1997)
By Haraway, Donna, translated by Zhang Junmei: "Apes, Zheberg and Women: Rediscovering Nature" (Taipei: Groups, 2010)
Xie Zheqing's "Because I'm looking for it, I see: A person's road to tribute" (Taipei: Times, 2017)
Shu Guozhi's "Ideal Afternoon" (Taipei: Far, 2000)
Self-edited textbooks
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 作業繳交與出席狀況作業繳交與出席狀況 Working and attendance status |
40 | |
| 期中考期中考 Midterm exam |
30 | |
| 期末考期末考 Final exam |
30 |
