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 goal of this course is to cultivate three abilities: critical reading, critical thinking and critical writing.
According to research, "critical reading" skills can help develop the ability of "critical thinking" (that is, "independent thinking"), and can also help write essays or "academic essays" that express personal thoughts. Report" (critical essay, that is, short paper). And "critical reading", "critical thinking", and "argumentation/report writing" are the common abilities that talents in various academic disciplines in the information age need to possess in life, study or work, etc., and therefore in In the contemporary Western education system, the curriculum content from primary schools, middle schools to universities and graduate schools has always emphasized the cultivation of these three abilities, and the combination of these three abilities is an important teaching method.
In contrast, in China, due to the influence of the entrance examination format on teaching, students generally have less opportunity to receive such training before going to college. As a result, it is difficult to use the ability of independent thinking to integrate when facing a large amount of information in the information age. information to make appropriate judgments or presentations of arguments. This situation is reflected in university course studies. When many subjects need to submit reports, they often do not know how to proceed. The final output can only be a report that is a collage of data and cannot be combined with the text or materials. It is a pity to express personal thoughts and arguments during the dialogue.
Therefore, this course is planned to match the subject attributes of the Chinese Department, with literary texts as the reading object. It will first conduct "critical reading skills" training. The teacher will lead students to analyze and integrate the issues, arguments, and discussion methods of different texts, and then Students are trained to put forward their own arguments on the topic, have a dialogue with the arguments of the text, and finally guide students to organize this dialogue process into a logical argument to complete their personal "argumentation expression/report writing".
In order to achieve the goals of this course, 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 material, produce first-hand information, and analyze them based on Have a dialogue with the text about your own views on relevant issues, thereby cultivating the ability to think independently and forming your own unique insights.
In the second part of this course, students will learn how to combine the results of "critical reading" to write "academic reports/essays" that have personal unique insights and dialogue with literary texts, and how to understand and understand information resources. Searching skills, filtering information, and methods of organizing information are also key points of study. Finally, students will learn the skills to effectively produce and deliver oral presentations. During the implementation process, students will receive suggestions and feedback from teachers.
(This course plan also meets the four freshman Chinese teaching objectives stipulated by the department: A. Classic reading B. Communication and expression C. Workplace language D. Life practice)
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 required course for freshmen, it is targeted at students in the Chinese Department, so it has its own professional considerations. Therefore, the teaching content will be in line with the development of Chinese literature, so that students will have a basic understanding of the development of Chinese literature, from the Book of Songs and Songs of Chu to the novels of the late Qing Dynasty. In addition, they will strengthen the analysis and interpretation of texts, and be able to More detailed and in-depth text connotations enable students to have professional literary abilities.
Class B: Guide students to make good use of self-awareness to examine: 1. The axis of development of Chinese literature 2. The basis of literary education 3. The thinking model that constructs 1. and 2. into coordinate axes: The changes in the literary creation environment in the past and present are ancient Learn from the present? Does the present illuminate the past?
Class C: This course is a compulsory course for freshmen in the Chinese Department and is also an important foundation for entry into the department. When students enter university, their learning methods need to change urgently: from memorizing to thinking. Through the analysis of selected texts, this course guides students to understand the rich emotions and profound thoughts behind the works, thereby helping students observe phenomena, discover problems, think deeply, and seek transparent answers. It is inspiring to students engaged in the study of Chinese literature.
Class D: This course is a compulsory course for first-year students. The content is mainly about the study of modern Chinese literary works, covering new poetry, prose, novels, movies, etc., so as to cultivate students' modern literature appreciation and writing skills, and establish the basis for studying classical literature or related literature in this department. Basic literacy of modern literature courses.
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.
Teachers’ own handouts
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.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課中練習課中練習 Exercises in class |
50 | |
| 期末報告期末報告 Final report |
35 | |
| 期末報告口頭發表期末報告口頭發表 Oral presentation of final report |
15 |
