1.小組討論
2.期末報告/策展/發表1. Group discussion
2. Final report/curation/publishing
「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 "Language and Communication" course makes the teaching scene a field centered on "learning" and "learning", and can cultivate "profound liberal arts foundation". It takes "communication" as the main axis and "2+1" as the design structure to implement "Cross-domain" dialogue.
Among the pillars of the six major areas, the first concept of "2+1" is to break through the single teaching model of Chinese and English. Through the flexible use of separate teaching in Chinese and English (2) and simultaneous teaching (1), from the establishment of Starting with the basic abilities of listening, speaking, reading and writing, it lays the foundation for deep "Connect", which not only makes Chinese a basic ability for professional learning and social needs, but also enables in-depth and broad dialogues with different cultures.
The second concept of "2+1" is to present the learning results of the first two semesters (2) of the sophomore year (1), emphasizing the exploration of "Chinese and Communication", professional learning, and society in the learning process. The connection between needs and the motivation to learn are gained from the sense of achievement in learning.
Reading Voyage 1, Bookman Books, 2018
Reading voyage 1, books full of books, 2018
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| Final projectFinal project final project |
75 | |
| ListeningListening listening |
15 | |
| WritingWriting writing |
10 |
