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 vocabulary and sentences, and their ability to understand them effectively.
2. Be able to understand the information and clues provided by the text, understand the changes in semantic meaning, grasp the outline of the entire text structure, and have keen feelings and profound perception capabilities.
3. Be able to keep open questions with the text, connect to the time and space situation where you are, and then expand your life experience and emotions, interpret and understand across time and space, and present new emotions and thoughts.
4. Enhance the integration of reading with social culture, thereby cultivating correct values and life knowledge.
5. Through classroom presentation skills training, abstract writing and topic discussion, we hope to effectively improve oral expression and writing skills.
In the design and text selection strategies of this course, the concept of self-subject is introduced to correspond to the familiar emotional experience of individuals and the interactive experience of group communication and response. It is expected to transform the content of the work in a more empathetic and empathetic way, making the literature more relevant. It is consistent with the real life and emotional life of "people" and 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: Improve students’ written writing and oral expression abilities through various course activities.
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.
•《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 of the Past", edited by Liu Yuanru and others, Liren Book Company.
•"Selected Chinese Traditional Short Stories", edited by Ma Youyuan, Liu Shaoming and Hu Wanchuan, Lian Jing.
• Designated reading section: teachers select texts and prepare handouts and teaching materials
| 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 Individual assignments 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 |
