「文學欣賞與實用」，奠基於培養文學素養的基礎上，並因應各學院學科屬性之不同，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，實際運用在生活中。
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。"Literature Appreciation and Practicality" is based on cultivating literary literacy, and in response to the different subject attributes of each college and the diverse needs of the workplace, the course content is planned into four 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: Combine professional knowledge to extend learning beyond the classroom and apply it in real life.
The four major modules can be combined into different combinations based on the nature of the department, the expertise of the teachers, and the interests and needs of the students to provide students with diversified learning.
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.
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張愛玲：《華麗緣》，臺北：皇冠，2010。
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詹宏志：《綠光往事》，臺北：馬可孛羅，2008。
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顏嘉琪：《2007臺灣飲食文選》，臺北：二魚，2008。
張詠捷：《食物戀》，臺北：野人，2005。
Jimmy: "Resume", Taipei: Big Block Culture, 2004.
Eileen Chang: "Magnificent Marriage", Taipei: Crown, 2010.
Zhang Xiaofeng: "I Am", Taipei: Erya, 2014.
Xie Wanglin: "Turn the Mountain", Taipei: Yuanliu, 2008.
Zhan Hongzhi: "Green Light Past", Taipei: Marco Polo, 2008.
Wang Haowei: "My Youth, Under Construction", Taipei: Soul Workshop, 2009.
Liu Zijie: "Seven Days After the Father", Taipei: Aquarius Culture, 2010.
Yang Suo: "My Gambler Abba", United Literature, 2007.
Wu Nianzhen: "These People, Those Things", Taipei: Yuanshen, 2010.
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Gan Yaoming: "Writer's Love", Taipei: Trojan Culture, 2004.
Yan Jiaqi: "2007 Taiwan Food Anthology", Taipei: Eryu, 2008.
Zhang Yongjie: "Food Love", Taipei: Savage, 2005.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平時成績平時成績 usual results |
40 | |
| 期中成績期中成績 Midterm results |
30 | |
| 期末成績期末成績 final grade |
30 |
