本課程設計旨在培養學員透過文學語言感受生活、表達觀點，並進一步參與創造意義的過程。課程以「重返文學現場」為核心策略，結合校園走讀、校外參訪等活動，帶領學生走進文學場景，實地體驗作品描繪的氛圍與文化情境，深化語文理解與表達能力。
課程共分為三大單元：
一、「家」──認同與成長：從個人記憶出發，思索自我與家族、土地的關係。
二、「史」──詠史與敘事：理解歷史脈絡中的語文溝通與文學書寫。
三、「賞」──詠物與品味：從物件與風景中發現美感與情感的傳達。
每單元配合閱讀文本，實施個人書寫與分組討論，並融入AI生成技術與SDGs議題，完成以下成果：
* 分組創作一段4至6分鐘的故事影片，內容須結合單元主題與SDGs議題，並含圖像、字幕逐字稿與親自錄製之語音。
* 完成校園走讀筆記，並以創作方式呈現文學場景之再現。
本課程期許學員在閱讀與創作中學會傾聽他人、表達自我，並以語文為媒介，重建個人與世界的溝通連結，從中找回閱讀的樂趣與溝通的力量。This course is designed to train students to experience life and express their views through literary language, and further participate in the process of creating meaning. The course takes "Return to Literature Field" as its core strategy, and combines activities such as campus reading and off-campus visits to lead students into the literary scene, realizing the atmosphere and cultural context of the depiction of works, and deepening the understanding and expression of language.
The course is divided into three units:
1. "Family" - Agree and Growth: From personal memory, thinking about the relationship between yourself and your family and land.
2. "History" - Describe history and events: Understand the verbal communication and literary writing in the historical context.
3. "Sales" - Speculation and taste: discover the expression of beauty and emotions from objects and scenery.
Each unit cooperates with reading text, implements personal writing and sub-group discussions, and integrates AI generation technology and SDGs discussions to complete the following results:
* Create a 4-6-minute story video, with the contents combined with unit themes and SDGs discussions, and include images, subtitles word-by-word drafts and self-recorded voices.
* Complete the campus reading notes and present the reappearance of the literary scene in creative ways.
During this course, students learn to listen to others and express themselves in reading and creation, and use language as a medium to rebuild the communication link between individuals and the world, and regain the fun and power of reading.
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 first-year Chinese course in this school is called "Literature Appreciation and Practice" (General Class) and "Literature Reading and Writing" (Strengthen Working Class). It is based on the foundation of cultivating literary literacy. Due to the different subject attributes of each college and the diverse needs of the job site, the course content specifications are planned as four major modules:
A. Classical reading: Select corresponding texts for reading and discussion on the subject attributes of each department.
B. Communication expression: Through various course activities, students can improve their ability to write and oral expression in writing.
C. Job essay: Instruct students to observe job essay movements that correspond to the nature of the subject, and apply them to verbal learning.
D. Life Precision: Combining professional knowledge, extending learning from the classroom, and practically applying it in life.
In the future, the four major models can be combined with different models based on the nature of the department, as well as the teacher's director, as well as the interests and needs of students to learn in a diverse manner.
自編教材
Self-edited textbooks
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席成績出席成績 Attendance |
25 | 出席紀錄、上課態度、參與程度 |
| 平時成績平時成績 Regular achievements |
25 | 課前測驗、課間討論、課後作業 |
| 期中成績期中成績 Midterm achievements |
25 | AI生成作品企劃報告 |
| 期末成績期末成績 Final results |
25 | AI生成作品 |
