本課程為主題式教學，希望可使同學有效理解與系統化吸收，並引起閱讀相關文本的興趣。本學期有兩項主題「文學與愛情」、「文學與人生」，前者著重情感教育與思考，後者重點置於生命教育及思辨，並加上寫作教學與校園漫遊時間，旨在配合課堂文本範例與各人靈感，進行創作練習，以便對文學寫作、表達與溝通的能力或自我探索有所裨益，且能透過文學瞭解自我與同理他人。著重分組活動及創作作品，且課程各階段都須以組為單位填寫計分學習單。This course is a topic-based teaching, and it is hoped that students can effectively understand and absorb systematically, and arouse interest in reading related texts. There are two themes in this school: "Literature and Love" and "Literature and Life". The former focuses on emotional education and thinking, while the latter focuses on life education and thinking, plus writing teaching and campus travel time. It aims to cooperate with classroom text examples and personal feelings to conduct creative practice, so as to be beneficial to literary writing, expression and communication skills or self-exploration, and to understand yourself and empathize others through literature. Focus on grouping activities and creative works, and all stages of the course must fill out the subject learning unit based on the group.
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.
湯顯祖著，王雲五主編《牡丹亭》，台北：商務，1984。
曹雪芹、高鶚著，馮其庸等校注《紅樓夢》一百二十回，台北：里仁，1984。
邱妙津《蒙馬特遺書》，台北：聯合文學，1996。
張愛玲《惘然記》，台北：皇冠，1992。
坎伯（Joseph Campbell）著，朱侃如譯《千面英雄》，台北：立緒，1997。
郭璞著，郝懿行注，袁珂譯注《山海經十八卷》，台北：台灣古籍出版，1997。
干寶著，黃滌明譯注《搜神記》，台北：台灣古籍出版，1997。
自編教材。
Written by Tom Tam, "Peony Pavilion" edited by Wang Yun Wuzhu, Taipei: Business, 1984.
Written by Cao Xueqin and Gao Dong, Rong Qiyong and others annotated the 120th chapter of "Red Building Dream", Taipei: Li Ren, 1984.
Qiu Miaojin's "Monmatter Book", Taipei: Joint Literature, 1996.
Zhang Ailing's "Lost Memories", Taipei: Crown, 1992.
By Joseph Campbell, Zhu Kanru translated "The Hero of Thousand Faces", Taipei: Li Cheng, 1997.
Written by Guo Pu, annotated by Hao Yixing, and annotated by Yuan Ke, "Eighteen Volumes of Mountains and Seas", Taipei: Published by Taiwan Ancient Books, 1997.
Written by Gan Bao, "Soushen Ji" by Huang Qingming, Taipei: Published by Taiwan Ancient Books, 1997.
Self-edited textbooks.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期末創作 期末創作 Final creation |
10 | 發現抄襲者，本項以0分計算 |
| 分組活動與出席狀況 分組活動與出席狀況 Sub-group activities and attendance |
30 | 五次點名未到者，本項以0分計算 |
| 期中考 期中考 Midterm exam |
30 | |
| 期末考 期末考 Final exam |
30 |
