1.透過討論與寫作，增進學生思考及語文表達能力，促進學生對一己生命的自覺與表達，進而建立成熟的人生觀。
2.通過經典文本的導讀與分析，使學生熟悉人文思維程序，增進文學素養與知性涵養。1. Through discussion and writing, improve students' thinking and language expression skills, promote students' self-consciousness and expression of their own life, and thus establish a mature life view.
2. Through the guidance and analysis of classical texts, students can be familiar with humanistic thinking procedures and improve literary cultivation and intellectual 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 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.
余光中：《從徐霞客到梵谷》（臺北：九歌，1994）
楊 牧：《一首詩的完成》（臺北：洪範，2004）
顏崑陽：《人生是無題的寓言：莊子的寓言世界》（臺北：躍昇，1994）
顔崑陽：《人生因夢而眞實：我讀莊子》（臺北：漢藝色研，1992）
舒國治：《流浪集：也及走路.喝茶與睡覺》（臺北：大塊文化，2006）
舒國治：《理想的下午：關於旅行也關於晃蕩》（臺北：遠流， 2002）
舒國治：《門外漢的京都》（臺北：遠流， 2006）
胡晴舫：《旅人》（臺北：八旗文化，2009）
楊照：《迷路的詩》，（臺北：聯合文學出版社，1996）
村上春樹，賴明珠譯：《邊境．近境》（臺北市：時報文化， 1999）
艾倫.狄波頓（Alain de Botton）著：廖月娟譯：《旅行的藝術》（臺北：先覺，2002）
薩米耶．德梅斯特（Xavier de Maistre）著，嚴慧瑩譯：《在自己房間裡的旅行》
艾倫．狄波頓（Alain de Botton），林郁馨，蔡淑雯譯：《哲學的慰藉》（臺北：究竟，2001）
蒙田(Michel de Montaigne)著，潘麗珍, 王論躍, 丁步洲譯：《蒙田隨筆全集》（臺北：臺灣商務，1997）
Yu Guangzhong: "From Xu Xiake to Van Gogh" (Taipei: Jiuge, 1994)
Yang Mu: "The Completeness of a Poem" (Taibei: Hong Qiong, 2004)
Yansun: "Life is a questionless fable: The Fable World of Brahma" (Taipei: Brahma, 1994)
Yankong: "Life is True because of Dreams: I Read the Brave" (Taibei: Han Art Seyan, 1992)
Shu Guozhi: "The Wandering Collection: Walking, Drinking Tea and Sleeping" (Taipei: Daquan Culture, 2006)
Shu Guozhi: "Ideal afternoon: About travel and about shaking" (Taipei: Far, 2002)
Shu Guozhi: "Kyoto outside the door" (Taipei: Far Li, 2006)
Hu Qingfang: "Traveler" (Taipei: Eight Banners Culture, 2009)
Yang Zhao: "The Lost Poem", (Taipei: United Literature Press, 1996)
Murakami Haruka, the translation of the pearl: "Neijing. "Nearly Land" (Taipei City: Times Culture, 1999)
Written by Alain de Botton: Liao Yuejuan: "The Art of Travel" (Taipei: Xianxi, 2002)
Samiye. By Xavier de Maistre, translated by Seriously: "Traveling in Your Room"
Alon. Alain de Botton, Lin Yuxin, Cai Shuwen translated: "The Consolation of Philosophy" (Taipei: After all, 2001)
Written by Michel de Montaigne, translated by Pan Lizhen, Wang Fuxiang, Ding Buzhou: "The Complete Works of Montaigne" (Taipei: Taiwan Business, 1997)
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考期中考 Midterm exam |
30 | 申論題 |
| 期末考期末考 Final exam |
30 | 申論題 |
| 報告與作業報告與作業 Reports and operations |
20 | 學期作業 |
| 出席與課堂參與出席與課堂參與 Attendance and class meetings |
20 | 出席率與課堂發言 |
