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。
A freshman Chinese literature is not a senior Chinese literature. Standing in the university hall of pursuing knowledge, learning can be broad and diverse, and through critical reflection and practical application methods, the harvest will be deeper. In this way, knowledge will become a wisdom worth cherishing for a lifetime due to tempering.
With this belief, this course develops from two aspects: the first period focuses on "things and thinking", and the course theme focuses on "critical thinking" and "loving nature"; the next period focuses on "communication expression", and the course theme focuses on "cultivating and applying the work" as the core. I hope that after a year of study, I can improve my classmates' ability to read, appreciate and reflect, and I hope to experience the beauty of the literary world in depth.
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.
自編教材。
Self-edited textbooks.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 我的大學期許我的大學期許 My college years |
5 | |
| 隨堂小考隨堂小考 The exam |
25 | 當週有*符號者 |
| 景物造句練習景物造句練習 Scenery practice |
10 | |
| 東海校園遊記東海校園遊記 Donghai Campus Tour |
30 |
