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。本學期以陰性書寫、情感教育、酷兒及女性主義為主，著重情感開發與思考，以及生命教育與思辨，並加上寫作教學與文本解析，旨在配合課堂文本範例與各人靈感，為創作練習鋪底，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。著重分組活動與出席表現，且課程各階段都須以組為單位填寫計分學習單並報告。

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. This school focuses on writing, emotional education, coolness and feminism, focusing on emotional development and thinking, as well as life education and thinking, plus writing teaching and text analysis. It aims to cooperate with classroom text examples and personal feelings to teach and practice creatively, 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 attendance performance, and all stages of the course must fill out the subject learning orders and report them according to 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.

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。
章詒和《往事並不如煙》，台北：時報，2015。
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。
胡淑雯《哀豔是童年》，台北：印刻，2006。
林奕含《房思琪的初戀樂園》，台北：游擊文化，2017。
自編教材。

Written by Cao Xueqin and Gao Dong, Rong Qiyong and others annotated the 120th chapter of "Red Building Dream", Taipei: Li Ren, 1984.
Zhang Ye and "The Past is Not As Good as Smoking", Taipei: Times, 2015.
Qiu Miaojin's "Monmatter Book", Taipei: Joint Literature, 1996.
Zhang Ailing's "Lost Memories", Taipei: Crown, 1992.
Hu Shuwen's "Amazing is Childhood", Taipei: Printing, 2006.
Lin Yihan's "Fang Siqi's First Paradise", Taipei: Tourist Culture, 2017.
Self-edited textbooks.