文學有其獨特的「觀看的方式」，呈現以「敘事」的技藝，除了小說、散文或詩之外，更含括廣泛，舉凡和文字攸關如報導、傳記、百科、隨筆、自然史、紀錄片等，實則都內含有文學語言的思考。近年，則多以創造性非虛構（Creative Nonfiction Writing）概括以上的書寫：強調「真實」、重視田野，並兼顧文學性內涵，更重要是扮演再現議題的重要工具。本課程將由此探討文學敘事於當代的意義，閱讀作家作品，以至新聞領域、新媒體、跨媒介敘事對描繪現實的概念、應用與寫作；通過思考當代文本，深入在地經驗視域，思考包括土地與原住民、環境生態、移工、性別、歷史創傷、戰爭等多樣議題，並嘗試「AI生成融入中文學習」方法。進而展開同學們個人觀點的書寫與評論。Literature has its own unique "how to watch", which presents the "thing" technology. In addition to novels, prose or poems, it also contains broad ideas. Everything is related to text such as reporting, transcription, encyclopedia, essays, natural history, record films, etc., and actually contains thoughts in literature. In recent years, creative nonfiction Writing has been used to summarize the above books: emphasizing "reality", emphasizing the fields, and also considering the literary connotation, and more importantly, it is an important tool to play a new topic. This course will explore the contemporary meaning of literature, read the works of writers, and even describe the real concepts, applications and writings in the news field, new media, and cross-media events. By thinking about contemporary texts, we will deeply understand the local experience field, think about various topics including land and aboriginal people, environmental ecology, migration, gender, historical infringement, warfare and other issues, and try the "AI generation and integration into Chinese learning" method. Increasingly, we will write and comment on the personal views of our classmates.
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.
■ 作家作品及相關評論（自編）。
■ 威廉．金瑟（William Zinsser）著，劉泗翰譯，《非虛構寫作指南》（On Writing Well: The Classic Guide to Writing Nonfiction），臺北：臉譜，2023。
■ Writer’s works and related comments (self-edited).
■ William. Written by William Zinsser, translated by Liu Sihan, "On Writing Well: The Classic Guide to Writing Nonfiction", Taipei: Face, 2023.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂出席課堂出席 Class attendance |
25 | |
| 學期作業學期作業 Study session |
25 | |
| 口頭報告口頭報告 Oral Report |
15 | |
| AI生成作品&心得AI生成作品&心得 AI Generated Works & Experiences |
15 |
