本課程設定二大主軸：第一、透過文本深度閱讀及討論，培養議題思考與表達能力，並且搭配文本主題，進行寫作教學。第二、融入生成式AI於課程，以提升實用寫作的能力。前者目的在增進文學、語言之審美能力，累積文字表述實力，亦由認識作家對心靈、世界的觀照模式找尋自我的感受；後者則以前者的敘事能力為基石，運用AI生成，累積操作經驗，逐步建構新時代資訊處理及應用模式的能力。This course sets two main axes: First, through in-depth reading and discussion of text, cultivate the thinking and expression skills of topics, and combine them with text topics to teach writing. Second, integrate generative AI into the course to improve practical writing capabilities. The former aims to improve the aesthetic ability of literature and language, accumulate the ability to express words, and also find one's own feelings by knowing the writer's viewing mode of the mind and the world; the latter takes the former's mission ability as the cornerstone, uses AI to generate, accumulate operation experience, and gradually constructs information processing and application modes in the new era.
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.
1.楊牧：《葉珊散文集》，台北：洪範書局，1977。
2.林文月:《午後書房》，台北：洪範書局，1986。
2.陳義芝主編：《阿盛精選集》，台北：九歌，2004。
3.蕭蕭編：《台灣現代散文選》，台北：三民，2005。
4.游喚、徐華中編：《現代散文精讀》，台北：五南，2009。
5.張忠謀《張忠謀自傳》上，台北：天下遠見，2010。
6.周芬伶：《散文課》，台北：九歌，2013。
7.楊曉菁：《階梯寫作》，台北：精誠資訊，2020。
8.李洛克：《寫作革命》，台北：如何出版社，2020。
9.廖玉蕙：《文學小事》，台北：三民出版社，2021。
10.羅耀宗等譯，尼爾‧布朗等著《看穿假象、理智發聲，從問對問題開始》，台北：城邦文化，2019。
1. Yang Mu: "Ye Shan's Essay Collection", Taipei: Hong Qing Book Bureau, 1977.
2. Lin Wenyue: "Book Room afternoon", Taipei: Hong Qiong Book Bureau, 1986.
2. Editor of Chen Yizhi: "A Sheng Selected Collection", Taipei: Jiuge, 2004.
3. Edited by: "Taiwan Modern Prose Selection", Taipei: Sanmin, 2005.
4. Edited by You Yu and Xu Huazhong: "Reading Modern Prose", Taipei: Wunan, 2009.
5. Zhang Zhongxiu's "Zhang Zhongxiu's Self-Communication", Taipei: The World's Far, 2010.
6. Zhou Fenling: "Prose Course", Taipei: Jiuge, 2013.
7. Yang Xiaojing: "Level Ladder Writing", Taipei: Intellectual Information, 2020.
8. Li Luoke: "Writing Revolution", Taipei: How to Publishing House, 2020.
9. Liao Yuhui: "Literary Things" by Taipei: Sanmin Publishing House, 2021.
10. Translation by Luo Yaozong and others, Nel Brown et al. "Seeing through illusions, rational voices, starting with questions", Taipei: City-State Culture, 2019.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平時成績平時成績 Regular achievements |
30 | 包括出席成績與課堂發言、課堂討論及活動等 |
| AI生成融入中文學習之個人作業AI生成融入中文學習之個人作業 AI generation is integrated into personal operations of Chinese learning |
15 | 期中寫作 |
| AI生成中文學習優選作品觀摩之評語或心得AI生成中文學習優選作品觀摩之評語或心得 AI generates reviews or experiences of Chinese learning and learning |
5 | 第18週 彈性學習 作業 |
| 分組報告分組報告 Sub-group report |
20 |
