1.透過經典文學的作品，了解不同階段的文學及其相關的文化、社會背景，並引領學生欣賞文學之美，期許同學對中國文學有更多層面的認識，更進而拓展生活領域，欣賞自然之美、積極關懷我們所處的外在環境和世界。
2.以教師的專業，教授學生對中國古文字、語言方面的學習，了解古代漢語和現代漢語在語言文字的傳承變化和特性，以期能靈活運用語文，增進與改善表達和溝通的能力。
3.以智慧生成軟體和中文課程結合，同學透過影音作品了解AI和文本的結合和應用，期能自行於生活中使用。1. Through classic literature works, we can understand the literature at different stages and its related cultural and social backgrounds, and attract students to appreciate the beauty of literature. We hope that students will have more layers of understanding of Chinese literature, and further expand their life areas, appreciate the beauty of nature, and greatly care about the external environment and world where we are.
2. With the teacher's profession, teach students' learning of ancient Chinese characters and languages, and understand the inheritance and changes and characteristics of ancient Han and modern Han languages in languages, so as to be able to use languages vigorously and improve their ability to express and communicate.
3. Use wisdom to combine software and Chinese courses, and students can understand the combination and application of AI and text through audio and video works, and hope to use it in their own life.
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.東海大學中文系編注：《國文教材選輯》，東海大學
2.教師自編講義
1. Chinese Department editor of Donghai University: "Picking up Chinese Textbooks", Donghai University
2. Teacher's self-editor
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考期中考 Midterm exam |
30 | |
| 期末考期末考 Final exam |
30 | |
| 平時成績平時成績 Regular achievements |
20 | 出席率、主動表達意見、參與討論、課堂報告 |
| 彈性學習彈性學習 Flexibility Learning |
20 | 第17、18週數位學習作品和觀賞心得 |
