文學並非一切，但一切皆可為文學；所以透過文學作品的閱讀，可以裨益我們瞭解藝術，瞭解文化，更重要的，瞭解人生及人性。因此，本課程以主題為單元，藉由相關古今文學作品、電影等文本的研讀解析，期許讓同學突破中學國文課的框架，進一步能窺見各式文化現象下的底蘊及精神，從而反思當下人我倫理關係，及自我存在的意義。 Literature is not everything, but everything can be literature; therefore, through reading literary works, we can help us understand art, culture, and more importantly, understand life and human nature. Therefore, this course is based on themes. Through the study and analysis of texts such as ancient and modern literary works, movies, etc., it is expected that students can break through the framework of Chinese literary courses, further understand the profound and spirit under various cultural phenomena, and reflect on the current relationship between our ethics and the meaning of self-existence.
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.
1．唐君毅：《人生之體驗》（台北：台灣學生書局）
2、龔鵬程：《中國傳統文化十五講》（台灣：五南圖書出版有限公司）
3、顏崑陽：《人生因夢而真實，我讀莊子》（台北：漢藝色研出版社）
4、簡宗梧：《人文鏡原》（台北：三民書局）
5、蔣勳：《生活十講》（台北：聯合文學出版社）
6、簡媜：《老師的十二樣見面禮》（台北：印刻文學出版社）
7、顧燕翎：《女性主義理論與流派》（台北：女書出版社）
8、張小虹：《性/別研究讀本》（台北：麥田書局）
9、張雙英：《文學概論》（台北：文史哲出版社）
10、龔鵬程：《文學散步》（台北：台灣學生書局）
1. Tang Junyi: "The Experience of Life" (Taipei: Taiwan Student Book Bureau)
2. The 15th Lecture on Traditional Culture in China (Taiwan: Wunan Book Publishing Co., Ltd.)
3. Color: "Life is real because of dreams, I read the sacred" (Taipei: Han Art Seyan Press)
4. Jian Zongwu: "Humanistic Scope Origin" (Taipei: Sanmin Book Bureau)
5. Chiashi: "Ten Lectures on Life" (Taipei: United Literature Press)
6. Simplified: "Teacher's Twelve Skills of Meetings" (Taipei: Printing Literature Press)
7. Yan Ling of Gu: "Female Theory and Schools" (Taipei: Women's Books Publishing House)
8. Zhang Xiaohong: "Sex/Study Study Reading" (Taipei: Maitian Book Bureau)
9. Zhang Xuying: "About Literature and Art" (Taipei: Literature and History Publishing House)
10. The romance: "Literature Walk" (Taipei: Taiwan Student Book Bureau)
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考期中考 Midterm exam |
25 | |
| 期末考期末考 Final exam |
35 | |
| 作業作業 Action |
30 | |
| 出席與點名出席與點名 Attendance and name |
10 |
