1.著重學生對詞彙與文句的基本掌握與認知，並能作有效度之理解。
2.能理解文本所提供的訊息與線索，了解語意的變化，掌握全篇結構綱要，而有敏銳的感受與深刻的感知能力。
3.能與文本保持開放的提問，連結到自我所處的時空情境，進而擴展生命經驗與情感，做跨時空的詮釋理解，呈現新的感動和思維。
4.增進閱讀與社會文化之結合，進而培養正確的價值觀與生活知能。
5.藉由課堂簡報技巧訓練、摘要寫作及議題討論，以期有效提升口語表達力與書寫技巧。
本課程設計及選文策略中，帶入自我主體概念，以對應個人所熟悉的情感體驗和群體溝通、接應時的互動經驗，期更為設身、同理地轉化作品內容，讓文學更貼合於「人」之真實生活與情感生命，引導學生多元性的思考與理解。
1. Focus on students' basic mastery and understanding of verbal and sentences, and be able to understand them effectively.
2. Be able to understand the messages and cues provided by the text, understand the changes in language, master the key points of the whole article, and have sensitive feelings and profound perception abilities.
3. Ask questions that can remain open with the text, link to the time and space situations where you are, and then expand your life experience and emotions, make cross-time and space comments and understandings, present new emotions and thinking.
4. Improve the integration of reading and social culture, and then cultivate correct value view and life knowledge.
5. Use class briefing skills training, abstract writing and discussion on topics to effectively improve oral expression and writing skills.
In this course design and text selection strategy, the concept of self-subject is incorporated, and the emotional experience that is familiar to the individual and the interactive experience of group communication and contact are used to further develop the content of the work and make literature more popular Integrates the real life and emotional life of "humans", it guides students' diverse thinking and understanding.
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 Chinese courses in our freshman year are named "Literature Appreciation and Practice" (General Class) and "Literature Reading and Writing" (Strengthen Writing Class). They are based on the foundation of cultivating literary literacy, due to the different subject attributes of different colleges and their facets The diverse needs of the job site are designed to include 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 position, as well as the interests and needs of students to learn in a diverse manner.
•《歷代短篇小說選注》，劉苑如等編，里仁書局。
•《中國傳統短篇小說選集》，馬幼垣、劉紹銘、胡萬川編，聯經。
• 指定閱讀部份：由教師選文另編製講義教材
• "Selected Notes on Short Stories in the Life of the Age", edited by Liu Yuanru and others, Liren Book Bureau.
• "Selected Chinese Traditional Short Stories", edited by Ma Youyuan, Liu Shuyan, and Hu Wanchuan, from the Internet.
• Designated reading section: Teaching materials are compiled and compiled by the teacher
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂表現課堂表現 Classroom performance |
20 | 參與討論發言及出席率 |
| 個人習作及團體報告個人習作及團體報告 Personal writing and group reports |
40 | 分組報告、個人創作和習作 |
| 期中、期末考試期中、期末考試 Midterm and final exams |
40 | 期中、期末評量，依授課範圍進行 |
