使學生能瞭解兒童文學的意義及範圍、能分辨兒童文學各類別特徵、分析比較討論欣賞各類兒童讀物、知道如何講故事並嘗試創作。知道兒童文學的意義與重要性，認識兒歌、童詩、謎語、童話與民間故事等類別的意義，及其特性與創作要點，介紹各類別童書範例，幼兒期各年齡適合閱讀的童書，最後學習創作童書或出版作品分析。Enable students to understand the meaning and scope of children's literature, distinguish the characteristics of various categories of children's literature, analyze, compare, discuss and appreciate various types of children's books, know how to tell stories and try to create. Understand the meaning and importance of children's literature, understand the meaning of children's songs, children's poems, riddles, fairy tales and folk tales, as well as their characteristics and creative points, introduce examples of children's books of each type, and children's books suitable for reading in early childhood for all ages. Finally, learn to create children's books or analyze published works.
通識課程不同於專業課程，實乃著重引導學生主動關懷、探索與實踐人類的終極價值與智慧；同時通識課程所提供的知識，不是專業課程的淺薄化，而是具有厚實感的基礎知識。本校根據創校傳統、校訓與辦學理念訂定通識教育定四大基本素養：求真素養、篤信素養、力行素養與宏通素養，以具體落實本校通識教育之理想。希望本校學生能發揮自主學習精神，在通識課程老師的引導下，逐漸培養其通識教育基本素養，並期待能終身學習。各種基本素養並訂有具體的學習成效指標，以做教學與學習成效之自我檢證的具體指標，分述如下：求真素養（自然領域）：1.學習自然科學的方法或哲學以探索物理與生命世界的微妙，2.發揮就事論事的精神，3.能參與科學議題相關的公共事務。篤信素養（人文領域）：1.學習人文精神以探索內在自我與領會人類文明的深層價值，2.發展自律精神，3.能運用理性進行道德推理。力行素養（社會領域）：1.運用社會科學的方法或哲學以激發學生的傾聽與溝通能力，2.承認與尊重多元差，3.實踐民主審議的精神。宏通素養（跨領域）：1.追求人類的整體價值，2.融通求真、篤信、力行等素養於個人生命之中。各領域的課程對於學習成效指標可以跨選，不必拘泥。
General courses are different from professional courses. They actually focus on guiding students to actively care for, explore and practice the ultimate value and wisdom of mankind. At the same time, the knowledge provided by general courses is not the superficiality of professional courses, but basic knowledge with a solid sense. . Based on the school’s founding tradition, school motto and school philosophy, the school has formulated four basic qualities for general education: truth-seeking quality, belief quality, practical quality and general quality, in order to concretely implement the school’s ideals of general education. We hope that our students can develop their independent learning spirit and gradually develop their basic literacy in general education under the guidance of general education teachers, and look forward to lifelong learning. Each basic literacy has specific learning effectiveness indicators for self-examination of teaching and learning effectiveness, which are described below: Truth-seeking literacy (natural field): 1. Learn the methods or philosophy of natural science to explore physics and the subtleties of the living world, 2. Use the spirit of discussing matters as they are, 3. Be able to participate in public affairs related to scientific issues. Belief literacy (humanities field): 1. Learn the humanistic spirit to explore the inner self and understand the deep value of human civilization, 2. Develop self-discipline, 3. Be able to use rationality for moral reasoning. Practical literacy (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Recognize and respect diversity, 3. Practice the spirit of democratic deliberation. Hongtong literacy (cross-field): 1. Pursue the overall value of human beings, 2. Integrate qualities such as truth-seeking, faith, and practice into personal life. Courses in various fields can choose from different learning outcome indicators, so there is no need to be rigid.
1.「幼兒文學」，林芳菁著，華格那公司。
2.「閱讀兒童文學的樂趣」，劉鳳芯譯，天衛文化圖書公司。
3.「幼兒文學」，墨高君譯，揚智圖書公司。
4.「兒童文學理論與應用」，林文韵？、施沛妤譯，心理出版社
1. "Children's Literature", written by Lin Fangjing, Wagner Company.
2. "The joy of reading children's literature", translated by Liu Fengxin, Tianwei Culture Book Company.
3. "Children's Literature", translated by Mo Gaojun, ALi Books.
4. "Children's Literature Theory and Application", Lin Wenyun? , Translated by Shi Peiyu, Psychology Press
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 筆試筆試 Written test |
30 | 筆試：選擇題、問答題 |
| 說故事演練及書面報告說故事演練及書面報告 Storytelling exercises and written reports |
30 | 戲劇、布偶劇或ppt等說故事方式 |
| 創作作品或報告創作作品或報告 Create a work or report |
30 | 禁止抄襲，作品析論亦可 |
| 課堂參與度課堂參與度 class participation |
10 | 出席率、課堂討論 |
