本課程著重於文學與文化之間相互影響的過程，透過不同的「節點」考察文學作品生發的原因。一直以來，身在台灣的人們面臨了政治更迭、歷史推進、技術革新、經濟變遷等層面的動向，不斷地選擇、不停地進化與改變，成為「台灣人」的外在樣貌，也塑成了台灣文化的內在肌理。藉由不同主題的探討，深入台灣文學的歷史脈絡與時代意義，將會促使學生具備另一種思考的維度，也能拓展文學閱讀的可能性。This course focuses on the mutual influence between literature and culture, and examines the reasons for the generation of literary works through different "spots". For a long time, people in Taiwan have faced the trends of political changes, historical advancement, technological innovation, economic transformation, etc., constantly choosing, constantly evolving and changing, becoming the external appearance of "Taiwanese" and also shaping the internal texture of Taiwanese culture. Through exploration of different topics, deep into the historical structure and contemporary meaning of Taiwan literature will encourage students to have another level of thinking and expand the possibility of literature reading.
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.
施淑，《日據臺灣小說選——新世紀經典閱讀版》（台北：麥田，2014年）。
梅家玲、郝譽翔主編，《臺灣現代文學教程：小說讀本 上／下》（台北：二魚文化，2012年）。
王德威，《台灣：從文學看歷史》（台北：麥田，2009年）。
陳芳明，《台灣新文學史》（台北：聯經，2011年）。
鄧得（Dant Tim）著，龔永慧譯，《物質文化》（台北：書林，2009年）。
史書美、梅家玲、廖朝陽、陳東升主編，《台灣理論關鍵詞》（台北：聯經，2019年）
Shi Shu, "Japanese Taiwan Novel Selection - A Classic Reading Edition of the Necropolis" (Taipei: Maitian, 2014).
Edited by Mei Jialing and Hao Zixiang, "Taiwan Modern Literature Tutorial: Novel Reading 1/2" (Taipei: Eryu Culture, 2012).
Wang Dewei, "Taiwan: Looking at History from Literature" (Taipei: Maitian, 2009).
Chen Fangming, "History of New Literature in Taiwan" (Taipei: Union, 2011).
Written by Dant Tim, "Material Culture" (Taipei: Shu Lin, 2009).
Editors by Shi Shumei, Mei Jialing, Liao Chaoyang and Chen Dongsheng, "Taiwan Provincial Keywords" (Taipei: Union, 2019)
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課程作業與參與－平時作業課程作業與參與－平時作業 Course Operations and Participation-Pre-Time Operations |
30 | 共4次繳交機會，取3次較高分者為評分依據 |
| 課程作業與參與－課堂參與與討論課程作業與參與－課堂參與與討論 Course Operations and Participation - Course Participation and Participation |
15 | 雙週一次，以小組形式進行，每組需推派1-2位組員分享見解 |
| 課程作業與參與－出缺席課程作業與參與－出缺席 Course Operations and Participation - Absent |
10 | |
| 期中考核期中考核 Midterm assessment |
10 | AI生成輔助之作業 |
