本學期的中文課程，將以家、史與賞三類主題為核心，希望透過經典文本的閱讀理解，將文學/藝術內裡蘊含的審美特質、社會框架、文化價值，甚而是批判意識逐漸滲透釋放，在課堂上帶領同學接觸文藝美學，重新審視生活中存在已久卻或視而不見事物，建立人文精神與文化素養。This semester’s Chinese course will focus on the three themes of family, history and appreciation. It is hoped that through the reading and understanding of classic texts, the aesthetic qualities, social framework, cultural value and even critical consciousness contained in literature/art will gradually penetrate and release , lead students to be exposed to literary aesthetics in the classroom, re-examine things that have existed for a long time but have been ignored in life, and build humanistic spirit and cultural literacy.
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 freshman Chinese courses at our school are titled "Literary Appreciation and Practicality" (general class) and "Literary Reading and Writing" (enhanced writing class). They are based on cultivating literary literacy and are adapted to the different subject attributes of each college and the challenges they face. In order to meet the diverse needs of the workplace, the course content is planned into four major directions:
A. Classic reading: Select corresponding texts for reading and discussion based on the subject attributes of each college and department.
B. Communication and Expression: Improve students’ written writing and oral expression abilities through various course activities.
C. Field connection: Through the reading and writing of texts, students are guided to think about the horizontal connection between "self" and society.
D. Text practice: connect text reading with daily life and put it into writing and creation.
In the future, the four major modules can be combined with different modules according to the nature of the college and department, the expertise of the teachers, and the interests and needs of the students to provide students with diversified learning.
教師自編教材
Teachers’ own textbooks
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中/末考期中/末考 Midterm/Final Exam |
50 | |
| 課堂表現課堂表現 Classroom performance |
30 | |
| 分組報告分組報告 Group report |
20 |
