大學院：語文與溝通課程為一創新教學模式，學生不僅被動於課堂上聽講，且能具有分組討論、團隊合作，以及實踐的能力。College: Language and Communication Course is an innovative teaching model. Students are not only moved to listen in class, but also have the ability to discuss in groups, teamwork, and practice.
「語文與溝通」課程讓教學現場成為以「學」「習」作中心的場域，而能培育「深厚的博雅底蘊」，乃以「溝通」為主軸，以「2＋1」為設計架構，落實「跨域」的對話。
在六大範疇的支柱中，「2＋1」的第一個概念是，突破中文、英文單一授課的模式，在中文、英文分別授課（2）與共時授課（1）的靈活運用裡，從建立聽說讀寫的基本能力作開端，奠定深度「連結」（Connect）的基礎，不僅讓語文成為專業學習與社會需求的基礎能力，更能對不同文化產生深度與廣度的對話。
「2＋1」的第二個概念是，以大二上（1）的成果展呈現大一兩學期（2）的學習成果，強調在學習的過程中，探索「語文與溝通」和專業學習、社會需求之間的關連，並在學習的成就感中，獲得學習的動機。
The "Traditional and Communication" course allows teaching to become a field with "learning" and "tutoring" as the center, and can cultivate "deep Boyadiz", which uses "communication" as the main axis and "2+1" as the design structure to implement "cross-domain" dialogue.
Among the six pillars, the first concept of "2+1" is to break through the single-teaching model of Chinese and English teaching, and in the flexible use of Chinese and English teaching (2) and co-teaching (1), establish the basic ability of listening and reading and writing, laying the foundation for deep "connection", not only makes language a basic ability to professionally learn and social needs, but also generate deep and broad dialogues for different cultures.
The second concept of "2+1" is to present the learning results of the second year (1) in the first year of the first year (2) with the results exhibition of sophomore year (1), emphasizing the connection between "language and communication" and professional learning and social needs in the process of learning, and gain learning opportunities in the sense of accomplishment of learning.
參考書籍
周慶華著，《思維與寫作》，台北：五南，1999。
胡亞敏，《敘事學》，武漢︰華中師範大學出版社，2004.12
王璦玲、胡曉真主編，《經典轉化與明清敘事文學》，台北：聯經出版社，2009年。
Reference books
By Zhou Qinghua, "Thinking and Writing", Taipei: Wunan, 1999.
Hu Yamin, "School of the Scholars", Wuhan: Huazhong Teachers University Press, 2004.12
Wong Suling and Hu Xiaojiu, "Classic Transformation and Literature of the Ming and Qing Dynasties", Taipei: Lianhe Publishing House, 2009.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中報告期中報告 Midterm Report |
20 | |
| 期末報告期末報告 Final report |
25 | |
| 學期成果作品學期成果作品 Achievements in the academic period |
55 |
