大一國文不是高四國文。站在追求知識的大學殿堂裡，學習可以廣泛多元，藉由批判反思及實務應用方式，使收穫更加深刻，如此，知識將因淬煉而成為值得一生珍惜的智慧。
秉此信念，本課程從兩個面向出發：上學期著重在「敘事思辨」，課程主題以「批判思考」、「賞愛自然」為主軸；下學期關注為「溝通表達」，課程主題以「敘事力培養與應用」為核心。期望經歷一年的修課之後，能增進同學在閱讀、欣賞與反思之能力，更期待深入體會感受文學世界的美妙。

Chinese language in the freshman year is not Chinese language in the senior year. Standing in the halls of a university that pursues knowledge, learning can be extensive and diversified. Through critical reflection and practical application, the harvest will be more profound. In this way, knowledge will be tempered and become wisdom worth cherishing for a lifetime.
With this belief, this course starts from two aspects: the first semester focused on "narrative thinking", and the course themes were "critical thinking" and "appreciating nature" as the main axes; the next semester focused on "communication and expression", and the course theme was "Cultivation and Application of Narrative Power" as the core. I hope that after one year of taking this course, I can improve my students’ abilities in reading, appreciation and reflection, and I also hope that I will have an in-depth understanding of the beauty of the literary world.

　　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.

自編教材。

Self-edited teaching materials.