「文學欣賞與實用」，奠基於培養文學素養的基礎上，並因應各學院學科屬性之不同，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，實際運用在生活中。
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。

"Literature Appreciation and Practice" lays the foundation for cultivating literary literacy, and is based on 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 using it in life.
The four major modules can be combined with different modules based on the nature of the department, as well as the teacher's position, as well as the interests and needs of students to learn in a diverse manner.

　　本校大一中文課程名稱自114學年度起調整為「中文：敘事思辨與溝通表達」，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. 場域連結：透過文本的閱讀與書寫，引導學生思索「自我」與社會的橫向連結。
D. 文本實踐：將文本閱讀與日常生活進行連結，付諸書寫與創作。
　　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 name of the Chinese course in our school’s first year of freshman year has been adjusted to “Chinese: Thoughts and Communication Expression” since the 114th year, which is based on the cultivation of literary literacy. Due to the different academic 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. Field link: Through text reading and writing, students are guided to think about the directional link between "self" and society.
D. Text implementation: Link text reading with daily life, write and create.
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.

幾米：《履歷表》，臺北：大塊文化，2004。
張愛玲：《華麗緣》，臺北：皇冠，2010。
張曉風：《我在》，臺北：爾雅，2014。
謝旺霖：《轉山》，臺北：遠流，2008。
詹宏志：《綠光往事》，臺北：馬可孛羅，2008。
王浩威：《我的青春，施工中》，台北：心靈工坊，2009。
劉梓潔：《父後七日》，台北：寶瓶文化，2010。
楊索：《我那賭徒阿爸》，聯合文學，2007。
吳念真：《這些人，那些事》，台北：圓神，2010。
陳幸惠：《昨日星辰》，臺北：爾雅，1981。
甘耀明：《作家的愛情》，臺北：木馬文化，2004。
顏嘉琪：《2007臺灣飲食文選》，臺北：二魚，2008。
張詠捷：《食物戀》，臺北：野人，2005。

Mi: "Search Table", Taipei: Daquan Culture, 2004.
Zhang Ailing: "Huali", Taipei: Crown, 2010.
Zhang Xiaofeng: "I am", Taipei: Erya, 2014.
Xie Wanglin: "Turning the Mountain", Taipei: Far, 2008.
Zhan Hongzhi: "The Past of Green Light", Taipei: Ma Ke Boro, 2008.
Wang Haowei: "My Youth, Under Construction", Taipei: Heart Workshop, 2009.
Liu Zixiao: "Seven Days of Father", Taipei: Baoping Culture, 2010.
Yang Suo: "My Papa", Joint Literature, 2007.
Wu Nianzhen: "These People, Those Things", Taipei: The God of the God, 2010.
Chen Xinghui: "Yesterday's Stars", Taipei: Erya, 1981.
Gan Yaoming: "The Writer's Love", Taipei: Muma Culture, 2004.
Yang Jiaqi: "2007 Taiwan Food Text Selection", Taipei: Eryu, 2008.
Zhang Fengjie: "Food Fight", Taipei: Savage, 2005.