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 purpose of this course is to cultivate students’ ability to use critical thinking ideas to explore the hidden problems in the text, and to propose their own analysis of these problems when reading any type of text. In addition, students should cultivate the ability to express their opinions publicly, learn how to come to the stage to express their views in front of the public, and talk to others. During the publication process, you can find thoughts and views that you have never noticed from communication to increase your ability to reflect. Course designs the textbooks you are reading each time you attend the class. You are scheduled to use a course to explain the background and text, and then students will be given free discussion for twenty minutes. Students are divided into five to six people. After each group of students discusses the text, they should send representatives to organize the group's opinions to speak on the stage, and the teacher will give comments on the speeches of each group of students. In addition to the teachers’ self-selected articles, students will retain the self-selected space for course textbooks. Any kind of opinion can be tolerated in class, without standard answers. The only requirement is that the argument must be based on the basis and be relevant to the text, and be able to trace the origin of any external information and maintain a rational judgment 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 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.
教師自編講義
Teacher's self-editor
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 小組討論小組討論 Group discussion |
30 | |
| 個人上台報告個人上台報告 Personal report |
25 | |
| 期中作業期中作業 Midterm operation |
15 | |
| 期末作業期末作業 Final operation |
15 |
