本課程目標在於培養學生在閱讀任何種類文本時，能帶著批判性思考的意識，發掘文本中所隱藏的問題，並對這些問題提出自己的分析。此外，同學應培養公開表達意見的能力，學習如何上台在眾人面前發表自己的觀點，與其他人進行對話。在發表過程中，可以從溝通中發現自己不曾注意到的思考觀點，增加自己的反省能力。課程設計每次上課指定閱讀的教材，預定會使用一節課程講解背景和文義，然後開放學生自由討論二十分鐘。學生以五到六人為一單位分組，每組同學討論完文本後，應推派代表整理組員的意見上台發言，教師會針對每組同學的發言提出討論的意見。課程教材除老師自選篇目外，保留同學開放自選空間。任何種類的意見在課堂上都可以容許，沒有標準答案。唯一的要求是立論必須有根據，與文本有關連性，對任何外來資訊能追本溯源、保持理性判讀態度而不盲從。

The goal of this course is to cultivate students' awareness of critical thinking when reading any kind of text, discover the problems hidden in the text, and put forward their own analysis of these problems. In addition, students should develop the ability to express their opinions publicly, learn how to go on stage to express their opinions in front of everyone, and engage in dialogue with others. In the process of publishing, you can discover perspectives you have not noticed through communication and increase your ability to reflect. The course design specifies reading materials for each class. It is scheduled to use one lesson to explain the background and meaning of the text, and then allow students to discuss freely for twenty minutes. Students are divided into groups of five to six people. After each group of students has finished discussing the text, a representative should be sent to the stage to sort out the opinions of the group members and speak on stage. The teacher will provide discussion opinions based on the speeches of each group of students. In addition to the teacher-selected topics in the course materials, students are left open to make their own choices. Opinions of any kind are allowed in the classroom, and there are no standard answers. The only requirement is that the argument must be well-founded, relevant to the text, be able to trace any external information back to its source, and maintain a rational interpretation attitude without blindly following it.

　　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 freshman Chinese course at our school has been adjusted to "Chinese: Narrative Thinking and Communication Expression" starting from the 2014 academic year. Based on the cultivation of literary literacy, the course content is planned into four modules in response to the different subject attributes of each college and the diverse needs of the workplace:
A. Classic reading: Select corresponding texts for reading and discussion based on the subject attributes of each college and department.
B. Communication and Expression: Improve students’ written writing and oral expression abilities through various course activities.
C. Field connection: Through the reading and writing of texts, students are guided to think about the horizontal connection between "self" and society.
D. Text practice: connect text reading with daily life and put it into writing and creation.
In the future, the four major modules can be combined with different modules according to the nature of the college and department, the expertise of the teachers, and the interests and needs of the students to provide students with diversified learning.

教師自編講義

Teacher's own handouts