本課程經由「閱讀」與「寫作」的循環加強及持續精進，一方面培育學生具備解讀多元敘事文本的中文能力；另方面引導學生將生命歷程融入書寫表達，透過個人、他者與文本之間的交互撞擊與激盪，深化人文涵養，提昇文化競爭力。課程內涵以多元敘事文本為主要教材，採主題式單元授課，上學期以「生命歷程/個人發展」為主軸，包含「我是誰」、「有情世間」、「生命挑戰」三個主要單元，探討的主題有童年、青春/夢想、友情、愛情與變調人生。This course strengthens and continuously improves through the cycle of "reading" and "writing". On the one hand, it cultivates students' Chinese ability to interpret multiple narrative texts; on the other hand, it guides students to integrate their life journey into written expression, through the connection between individuals, others and texts. The interactive impact and excitement can deepen humanistic cultivation and enhance cultural competitiveness. The content of the course uses multiple narrative texts as the main teaching materials and is taught in thematic units. The last semester was based on "Life Course/Personal Development" and included three main units: "Who Am I", "The Sentient World", and "Life Challenges". The themes discussed include childhood, youth/dreams, friendship, love and life changes.
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模組：
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. 職場語文：引導學生觀察與學科性質相應之職場動態，並應用於語文學習。
D. 生活實踐：結合專業知識，將學習延伸出教室之外，實際運用在生活之中。
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 modules:
A. Classic reading: Select corresponding texts for reading and discussion based on the subject attributes of each college and department.
B. Communication and expression: Through various course activities, students’ written writing and oral expression abilities are improved.
C. Workplace Chinese: Guide students to observe workplace dynamics corresponding to the nature of the subject and apply them to Chinese learning.
D. Life practice: Combined with professional knowledge, extend learning beyond the classroom and apply it in real life.
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.
史鐵生：《記憶與印象》
袁瓊瓊：《看》
王楊：《中國門》
柯裕棻：《青春無法歸類》
劉梓潔：《父後七日》
朱天心：《獵人們》
《鏡週刊》人物特寫作品
Shi Tiesheng: "Memory and Impression"
Yuan Qiongqiong: "Look"
Wang Yang: "China Gate"
Ke Yufen: "Youth Cannot Be Categorized"
Liu Zijie: "Seven Days After My Father"
Zhu Tianxin: "Hunters"
"Mirror Weekly" character feature works
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期初閱寫測驗期初閱寫測驗 Beginning reading and writing test |
10 | 學生根據引導式命題，於課堂上即席寫作，該檢測旨在觀察其先備的思考與書寫能力，作為本學期初步瞭解學生，及教學調整、適性引導之參考 |
| 平時成績平時成績 usual results |
50 | 包含：隨堂學習單或習作、上課態度及課堂活動參與、小組討論與記錄、出缺席狀況 |
| 分組報告分組報告 Group report |
10 | 針對單元議題，分組上台進行PPT主題式報告 |
| 主題寫作及預讀作業主題寫作及預讀作業 Topic writing and pre-reading assignments |
20 | 與主題相關之單元寫作及預讀學習單，主題寫作題目依據每單元所提示的方向自行擬定 |
