文學並非一切，但一切皆可為文學；所以透過文學作品的閱讀，可以裨益我們瞭解藝術，瞭解文化，更重要的，瞭解人生及人性。因此，本課程以主題為單元，藉由相關古今文學作品、電影等文本的研讀解析，期許讓同學突破中學國文課的框架，進一步能窺見各式文化現象下的底蘊及精神，從而反思當下人我倫理關係，及自我存在的意義。

Literature is not everything, but everything can be literature; therefore, reading literary works can help us understand art, understand culture, and more importantly, understand life and human nature. Therefore, this course uses themes as units, and through the study and analysis of relevant ancient and modern literary works, movies and other texts, it is hoped that students can break through the framework of Chinese language courses in middle schools and further gain a glimpse of the heritage and spirit behind various cultural phenomena, thereby reflecting on the current ethical relationship between people and themselves, and the meaning of self-existence.

　　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: Through various course activities, students’ written writing and oral expression abilities are improved.
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.

1．唐君毅：《人生之體驗》（台北：台灣學生書局）
2、龔鵬程：《中國傳統文化十五講》（台灣：五南圖書出版有限公司）
3、顏崑陽：《人生因夢而真實，我讀莊子》（台北：漢藝色研出版社）
4、簡宗梧：《人文鏡原》（台北：三民書局）
5、蔣勳：《生活十講》（台北：聯合文學出版社）
6、簡媜：《老師的十二樣見面禮》（台北：印刻文學出版社）
7、顧燕翎：《女性主義理論與流派》（台北：女書出版社）
8、張小虹：《性/別研究讀本》（台北：麥田書局）
9、張雙英：《文學概論》（台北：文史哲出版社）
10、龔鵬程：《文學散步》（台北：台灣學生書局）

1． Tang Junyi: "Experience of Life" (Taipei: Taiwan Student Book Company)
2. Gong Pengcheng: "Fifteen Lectures on Traditional Chinese Culture" (Taiwan: Wunan Book Publishing Co., Ltd.)
3. Yan Kunyang: "Life becomes real because of dreams, I read Zhuangzi" (Taipei: Hanyi Seyan Publishing House)
4. Jian Zongwu: "The Mirror of Humanity" (Taipei: Sanmin Book Company)
5. Jiang Xun: "Ten Lectures on Life" (Taipei: United Literature Publishing House)
6. Jian Yu: "Twelve Gifts for Meeting Teachers" (Taipei: Yin Ke Literature Publishing House)
7. Gu Yanling: "Feminist Theory and School" (Taipei: Nüshu Publishing House)
8. Zhang Xiaohong: "Sex/Gender Studies Reader" (Taipei: Maitian Bookstore)
9. Zhang Shuangying: "Introduction to Literature" (Taipei: Literature, History and Philosophy Publishing House)
10. Gong Pengcheng: "Literary Walk" (Taipei: Taiwan Student Book Company)