大一中文課程之安排與設計，將本著培養學生人格品性、提昇學生人文素質、加強學生寫作技巧，以及增進學生思辨能力之精神而立，故本課程精選、蒐集了許多「經典」以作為學習、探討之範本。其一學年之課程內容分別以「人格與典範」、「進德與修業」、「親情與愛情」、「生活與閱歷」、「家國與世界」、「城市與鄉村」、「真實與想像」、「閱讀與寫作」等主題來進行，希望能達成其教授與學習之目標。本課程為全學年課程，故分為上、下兩學期。上學年度之課程總方向為：「我與我的邂逅」、「人間有味是真情」、「向左走向又走」。其課程細目為：1.陶冶性情、追尋典範。2.增進品格、充實自我。3.期中考。4. 親情溫暖、浪漫愛情。5.閱歷人間、體悟生活。6.期末考。下學年度之課程總方向為：「天地悠悠 各言爾志」、「物我共生的桃花源」。其課程細目為：7.關懷家國、探索世界。8.走訪城鄉、遊歷心境。9.期中考。10.啟發想像、對應真實。11.培養閱讀、引導寫作。12.期末考。

The arrangement and design of the freshman Chinese course will be based on the spirit of cultivating students' character, improving students' humanistic qualities, strengthening students' writing skills, and enhancing students' critical thinking ability. Therefore, this course has selected and collected many "classics" as models for learning and discussion. The content of the courses for one academic year is based on themes such as "Personality and Model", "Morality and Cultivation", "Family and Love", "Life and Experience", "Family, Country and World", "City and Countryside", "Reality and Imagination", "Reading and Writing", etc., hoping to achieve its teaching and learning goals. This course is a full-year course, so it is divided into two semesters. The general directions of the courses in the previous year are: "Me and My Encounter", "Taste in the World is True Love", "Go Left and Go Again". The course details are: 1. Cultivation of character and pursuit of role models. 2. Improve character and enrich yourself. 3. Midterm exam. 4. Family warmth and romantic love. 5. Experience the world and understand life. 6. Final exam. The general direction of the curriculum for the next school year is: "The world is long, everyone has his own aspirations" and "The Peach Blossom Land where things and I coexist". The course details are: 7. Caring for the country and exploring the world. 8. Visit urban and rural areas and travel to the state of mind. 9. Midterm exam. 10. Inspire imagination and correspond to reality. 11. Cultivate reading and guide writing. 12. Final exam.

　　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. 黃寶珊等編撰《大學國文》（台北：五南圖書出版社，2017）。主要參考教材。
2. 蕭水順主編《大學國文e點靈》（台北：五南圖書出版社，2011）。
3. 黃東珍等編著《大學國文選》（台北：新文京開發出版社，2004）。
4. 國教學研討會編著《大學國文選》（台北：幼獅文化事業，1984）。

1. "University Chinese Language" compiled by Huang Baoshan and others (Taipei: Wunan Books Publishing House, 2017). Mainly reference textbooks.
2. Xiao Shuishun is the editor-in-chief of "University Chinese Literature e-Dianling" (Taipei: Wunan Books Publishing House, 2011).
3. Huang Dongzhen and others compiled "Selected Chinese Literature in Universities" (Taipei: Xin Wenjing Development Press, 2004).
4. The Chinese Teaching Seminar compiled "Selected Chinese Literature in Universities" (Taipei: Young Lions Cultural Enterprise, 1984).