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 Chinese course in the first year of the Chinese course will be based on the spirit of cultivating students' personality qualities, improving students' humanistic qualities, enhancing students' writing skills, and enhancing students' thinking ability. Therefore, this course has carefully selected and collected many "classics" as a template for learning and exploration. The content of the course in the first year is carried out based on topics such as "personality and classics", "morality and cultivation", "family and love", "life and life", "family and world", "city and village", "truth and imagination", and "reading and writing", hoping to achieve the goal of his teaching and learning. This course is the full year course, so it is divided into two grades: first and second grades. The overall direction of the course of the year in the school year is: "My encounter with me", "There is true love between people", "Walking to the left and going". The course details are: 1. Cultivate temperament and pursue classics. 2. Improve character and enrich yourself. 3. Midterm exam. 4. Warm and romantic love. 5. Learn from people and understand life. 6. Final exam. The overall direction of the course for the next year is: "The heaven and earth are lingering, and each is talking about the will", "The peach blossom land where things and me coexist." The course details are: 7. Related to your country and explore the world. 8. Visit the city and travel to the state of mind. 9. Midterm exam. 10. Start 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 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 formulated 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. 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. Huang Baoshan and others wrote "University National Literature" (Taipei: Wunan Book Publishing House, 2017). Mainly refer to textbooks.
2. Xu Shuimeng compiled "University Chinese Language E-Point Spirit" (Taipei: Wunan Book Publishing House, 2011).
3. Huang Dongzhen and others wrote "University National Literature Selection" (Taipei: Xinwenjing Development Press, 2004).
4. The National Teaching Research Association compiled "University National Literature Selection" (Taipei: Lion Culture Affairs, 1984).