本課程核心內容聚焦於「台灣小說選讀」。台灣小說承襲中國文學的敘事傳統，透過故事情節的鋪陳與人物形象的塑造，展現深刻的主題意涵，並反映台灣社會的思想與情感。然而，隨著時代變遷，這些文本所蘊含的價值觀與文化內涵，是否仍能被現代社會所認同？是否需要重新詮釋與轉化？這些問題值得深入探討。
由於大一學生普遍較少接觸日治時期台灣小說，本課程特別選讀日治時期至當代的代表性作品，透過深入淺出的講解，搭配團體討論、人權教育、社會關懷與多元文化尊重等課程活動，幫助學生理解台灣小說的發展脈絡。同時，透過課堂討論與課後作業，訓練學生的邏輯思辨與溝通表達能力，讓他們在欣賞台灣文學的同時，培養獨立思考與批判性視角。
The core content of this course focuses on "Taiwan Novel Selection and Reading". Taiwan novels inherit the tradition of Chinese literature, and through the craftsmanship of the story and the shaping of characters, they show profound theme meanings and reflect the thoughts and emotions of Taiwan society. However, as the times change, can the value and cultural connotations contained in these texts still be recognized by modern society? Do I need to re-review and redirect? These questions are worth exploring in depth.
Since first-year students generally rarely come into contact with Taiwanese novels during the Japanese treatment period, this course specially selects representative works from the Japanese treatment period to the contemporary era. Through in-depth and pure explanations, it is accompanied by course activities such as group discussion, human rights education, social concern and multicultural respect, to help students understand the development of Taiwanese novels. At the same time, through class discussion and post-school work, students' logical thinking and communication skills are trained, so that they can cultivate independent thinking and critical perspectives while appreciating Taiwan literature.
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. 楊逵《送報伕》，新北市：遠景出版事業，1997。
2. 呂赫若著；林至潔譯《呂赫若小說全集》，新北市：印刻出版，2006。
3. 龍瑛宗著；陳萬益編集代表《龍瑛宗全集》，臺南市：國立臺灣文學館，2008。
1. Yang Kui's "Send a Newsletter", New Taipei City: Far Scenic Publishing Industry, 1997.
2. Written by Mu Heruo; Lin Zhiyan translated "The Complete Works of Mu Heruo's Novels", New Taipei City: Printed and Published, 2006.
3. Written by Long Yingzong; Chen Wanyi's collection represents the "Complete Works of Long Yingzong", Tainan City: National Taiwan Literature Museum, 2008.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 個人作業個人作業 Personal action |
20 | |
| AI生成單元學習AI生成單元學習 AI Generation Unit Learning |
20 | |
| 期末考試期末考試 Final exam |
30 | |
| 出席及課堂表現出席及課堂表現 Attendance and class performance |
30 |
