本課程目標為:思辨性閱讀、獨立思考與論述寫作 (Critical reading, critical thinking and critical writing)三種能力的培養。

根據研究，「思辨性閱讀」（critical reading）技巧可以幫助培養「批判性思維」（critical thinking,也就是「獨立思考」）的能力，同時也有助於寫出能表達個人思想的論述或「學術報告」（critical essay,也就是小論文）。而「思辨性閱讀」、「批判性思維」、「論述表達/報告寫作」正是處於資訊時代各種學門專長的人才，在生活、學習或工作等場域共同需具備的能力，也因此在西方當代教育系統中，由小學、中學以至大學、研究所課程內容，一貫強調這三種能力的培養，並以這三能力的搭配學習，作為一項重要的教學方式。

反觀國內，由於升學考試形態影響教學的關係，學生們在上大學以前，一般來說較無機會受到這樣的訓練，以致於在面對資訊時代的大量訊息時，難以利用獨立思考的能力去整合資訊，以做出合適的判斷或論點的表述。這種狀況反映在大學的課程學習中，則是當許多科目都需要繳交報告時，經常不知如何進行，最後產出只能流於資料拼貼的一份報告，無法在與文本或材料的對話中，表達出個人的思想與論點，殊為可惜。

因此，本課程擬搭配中文系的學科屬性，以文學文本為閱讀對象，首先進行「批判性的閱讀技巧」的訓練，教師將帶領學生一起分析、整合不同文本的議題、論點、論述方式，再訓練學生提出自己對該議題的論點，與文本的論點對話，最後指導學生將這種對話過程，以邏輯性的論述組織起來，完成個人的「論述表達/報告寫作」。

為達到此課程目標，在這門課程的第一個部分，學生將一步步學習到如何應用批判性閱讀策略分析文本，以這些文本為材料（row material），生產出第一手資訊，並根據自己對相關議題的觀點，與文本對話，從中培養出獨立思考的能力，形成具個人獨到見解。

在這門課程的第二部分，學生將學習到如何結合「批判性閱讀」的成果，寫作既具個人獨到見解，又與文學文本有所對話的「學術報告/小論文」，資訊資源的認識與檢索技巧、過濾資訊、組織資訊的方法也是學習的重點，最後學生將學習到有效製作及進行口頭簡報的技巧。在實作進行的過程中，學生將獲得老師的建議與回饋。

(本課程規劃同時合乎系所規定 A. 經典閱讀 B. 溝通表達 C. 職場語文 D. 生活實踐 等四項大一中文教學目標)

The purpose of this course is to cultivate three abilities: thinking reading, independent thinking and critical writing.

According to research, critical reading techniques can help cultivate the ability of "critical thinking," and at the same time, they can also help write statements or "academic essays" that express personal thoughts. "Thinking reading", "critical thinking", and "explanatory expression/report writing" are the talents who are specialized in various academic departments in the information era. They need to have abilities in life, learning or work. Therefore, in the contemporary Western education system, from elementary school, middle school to college and institute course content, one should emphasize the cultivation of these three abilities, and learn with the combination of these three abilities as an important teaching method.

In contrast, because the situation of the further examination affects the teaching relationship, students generally have no chance to receive such training before going to college, so that when facing a large amount of information in the era of information, it is difficult to use the ability of independent thinking to integrate information to make appropriate judgments or statements. This situation is reflected in the course learning of colleges. When many subjects need to submit reports, they often don’t know how to proceed. In the end, a report that can only be spelled out by data is produced, and cannot express personal thoughts and discussions in conversations with text or materials. It is a pity.

Therefore, this course is combined with the academic attributes of the Chinese Department, and takes literary texts as the reading object. First, we will conduct the training of "critical reading skills". The teacher will lead students to analyze and integrate the topics, points, and discussions of different texts together. The method of describing students, then train students to propose their own comments on the topic, dialogue with the text, and finally guide students to organize this dialogue process in a logical argumentative organization to complete their personal "description expression/report writing".

To achieve this course goal, in the first part of this course, students will learn step by step how to apply critical reading strategies to analyze texts, use these texts as row materials to produce first-hand information, and talk to the text based on their views on related topics, cultivate the ability to think independently and form personal and personal independent explanations.

In the second part of this course, students will learn how to combine the results of "critical reading", and write "academic reports/fiction" that have both personal and personal understanding and dialogue with the literature text. The recognition and search skills of information resources, filtering information, and organizing information are also the focus of learning. Finally, students will learn skills of effective production and simplicity. During the process of implementation, students will receive advice and feedback from the teacher.

(The planning of this course also complies with the regulations. A. Classic reading B. Communication expression C. Job language D. Life practice, four freshman Chinese teaching goals)

A班:該課程雖為大一共同必修課程，但對象是中文系的學生，故有其專業的考量。因此，授課內容，會配合中國文學發展的流變，使學生對中國文學的發展，從詩經、楚辭至晚清小說的概況，有基本的認識，另外，加強對文本的分析與解讀，能更細緻、深入文本的內涵，使學生具有專業的文學能力。
B班: 引導學生善用自我意識檢視:1.中國文學發展軸線2.文學教育的養成基礎3.將1.、2.架構成座標軸的思考模式辯正:文學創作環境的今昔變遷，是古鑑今？今光照古？
C班:本課程為中文系大一必修課程，亦為本系入門之重要基礎。學生甫入大學，學習方式亟待改變：必須由記誦式轉為思考式。本課程透過選文之講析，引導學生瞭解作品背後豐富之情感與深刻之思想，藉以幫助學生觀察現象、發現問題、深入思考，尋求通透之解答。對於學生從事中國文學之研究，具有一定之啟發性。
D班:本課程為一年級必修課程，內容以研讀中國現代文學作品為主，範圍涵蓋新詩、散文、小說、電影等，藉以培養學生現代文學欣賞與書寫能力，建立修習本系古典文學或相關現代文學課程之基礎素養。

Class A: Although this course is a common compulsory course for the first year of the first year, it is intended to be students in the Chinese department, so it has professional considerations. Therefore, the teaching content will cooperate with the changes in the development of Chinese literature, so that students will have basic understanding of the development of Chinese literature, from the generalization of novels from the simplicity, Chu Yuan to the late Qing Dynasty. In addition, strengthening the analysis and interpretation of text can make it more detailed and in-depth in the connotation of the text, so that students have professional literature abilities.
Class B: Guide students to make good use of their own consciousness and view: 1. China's Literature Development Rail Line 2. The foundation of the cultivation of literature education 3. Correction of thinking modes that structure 1., 2. Correction of coordinated axes: Is the past and present of the literary creation environment a thing of the past and present? Today's light shines on the ancient times?
Class C: This course is a compulsory course for the first year of Chinese Department and is also an important foundation for entering this department. As soon as students enter university, their learning methods need to be changed: they must be transformed from a memorization to a thinking style. Through the analysis of the selected articles, this course guides students to understand the rich emotions and profound thoughts behind the work, so as to help students observe phenomena, discover problems, think deeply, and seek clear answers. It has certain innovation in the research of students in Chinese literature.
Class D: This course is a one-year compulsory course. The content is mainly based on the study of Chinese modern literature works, covering new poems, essays, novels, movies, etc., so as to cultivate students' modern literature appreciation and writing skills, and establish the basics of the classical literature or related modern literature courses in this department.

教師自編講義

Goatly,Andrew.Critical reading and writing : an introductory coursebook . New York: Routledge, 2000.

Wallace, Mike. Critical Reading and Writing for Postgraduates. Los Angeles: Sage, 2011.

Winterowd, W. Ross. The critical reader, thinker, and writer. Mountain View, Calif. : Mayfield Pub. Co., 1997.

Teacher's self-editor

Goatly,Andrew.Critical reading and writing : an introduction coursebook . New York: Routledge, 2000.

Wallace, Mike. Critical Reading and Writing for Postgraduates. Los Angeles: Sage, 2011.

Winterowd, W. Ross. The critical reader, thinker, and writer. Mountain View, Calif. : Mayfield Pub. Co., 1997.