培養學生自主學習、團隊合作，以及執行專題計畫的能力Cultivate students' ability to learn independently, teamwork, and execute topic planning
「語文與溝通」課程讓教學現場成為以「學」「習」作中心的場域，而能培育「深厚的博雅底蘊」，乃以「溝通」為主軸，以「2＋1」為設計架構，落實「跨域」的對話。
在六大範疇的支柱中，「2＋1」的第一個概念是，突破中文、英文單一授課的模式，在中文、英文分別授課（2）與共時授課（1）的靈活運用裡，從建立聽說讀寫的基本能力作開端，奠定深度「連結」（Connect）的基礎，不僅讓語文成為專業學習與社會需求的基礎能力，更能對不同文化產生深度與廣度的對話。
「2＋1」的第二個概念是，以大二上（1）的成果展呈現大一兩學期（2）的學習成果，強調在學習的過程中，探索「語文與溝通」和專業學習、社會需求之間的關連，並在學習的成就感中，獲得學習的動機。
The "Traditional and Communication" course allows teaching to become a field with "learning" and "communication" as the center, and can cultivate "deep Boyadiz", which uses "communication" as the main axis and "2+1" as the design structure, and implements it "Cross-domain" dialogue.
Among the six pillars, the first concept of "2+1" is to break through the single-teaching model of Chinese and English teaching, and to build a flexible use of Chinese and English teaching (2) and co-teaching teaching (1) The basic ability of listening to the reading and writing is the foundation of deep "connection", which not only makes language a basic ability to professional learning and social needs, but also creates deep and broad dialogues for different cultures.
The second concept of "2+1" is to present the learning results of the second year (1) in the second year (2) in the freshman year (2) with the results exhibition, and emphasize the exploration of "language and communication" and professional learning and social activities in the learning process. The connection between needs and the sense of accomplishment of learning, you can get the learning machine.
無主要參考書目
No major reference book
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 上課分組討論上課分組討論 Class discussion |
30 | |
| 平時成績平時成績 Regular achievements |
10 | 出席率、上課表現 |
| 專題成果展專題成果展 Special results exhibition |
60 |
