恩斯特．卡西勒在其所建構的「象徵形式哲學」中提出了「人是符號的動物。」之名言。可知人之所以為人的主體價值在於其能在符號的交互作用當中，以語言、藝術等符號活動完成文化的創造與傳承。「象」是代表中國文化的符號範疇，歷代的文學家紛紛以「意象」與「象徵」的符號形式來遙承傳統文化與表現生命情調。本課程嘗試以閱讀中國經典文學為根本，輔以神話民俗學的跨文化視域──巫俗．身體．儀式，帶領學生在課堂思辨的過程，能夠重新審視古典文學主題與現代生活情境的結合，而意象符號正是貫通古今的媒介。Ernst. In his constructed "Philosophy of Symbolism" he proposed the famous saying "Man is an animal of symbols." It can be seen that the main value of a person is that it can complete the creation and inheritance of culture through language, art and other symbol activities in the interaction of symbols. "Xiang" is a symbolic pattern representing Chinese culture. Literatures in the past have inherited traditional culture and expressed life emotions in the form of symbols of "image" and "symbol". This course attempts to read Chinese classical literature as the basis and take the cross-cultural domain of mythical folklore - witch customs. body. The ritual leads students to think in the classroom and can re-examine the combination of classical literature themes and modern life situations, and image symbols are the medium that understands ancient and modern times.
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.
伊利亞德著；楊儒賓譯：《宇宙與歷史：永恆回歸的神話》（臺北：聯經出版社，2000年）。
弗雷澤著；汪培基譯：《金枝：巫術與宗教之研究》（臺北：桂冠圖書，1991年）。
埃利希．諾伊曼著，李以洪譯：《大母神－原型分析》（北京：東方出版社，1998年）。
王立：《中國古代文學十大主題——原型與流變》（臺北：文史哲出版社，1994年）。
戴君仁：《詩選》（臺北：中國文化大學出版部，1993年）。
Written by Iliady; translated by Yang Ru: "The Universe and History: The Myth of Eternal Return" (Taipei: Lianyuan Press, 2000).
Written by Frezer; translated by Wang Peiji: "Golden Branch: Research on Witchcraft and Religion" (Taipei: Laurent Book, 1991).
Elich. Written by Noyman, Li Yihong: "The Great Mother God - Prototype Analysis" (Beijing: Eastern Publishing House, 1998).
Wang Li: "Top Ten Topics of Ancient Chinese Literature - Prototypes and Changes" (Taibei: Literature, History and Philosophy Press, 1994).
Dai Junren: "Praise" (Taipei: Publishing Department of China University of Culture, 1993).
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考試期中考試 Midterm exam |
20 | |
| 期末考試期末考試 Final exam |
20 | |
| 課堂報告課堂報告 Class Report |
45 | |
| 出席、論文報告與課堂討論出席、論文報告與課堂討論 Attendance, discussions and class discussions |
15 |
