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 "Selected Readings of Taiwanese Novels". Taiwanese novels inherit the narrative tradition of Chinese literature. Through the presentation of storylines and the creation of characters, they display profound thematic connotations and reflect the thoughts and emotions of Taiwanese society. However, as times change, can the values ​​and cultural connotations contained in these texts still be recognized by modern society? Does it need to be reinterpreted and transformed? These issues deserve further exploration.
Since first-year students generally have little exposure to Taiwanese novels from the Japanese colonial period, this course specifically selects representative works from the Japanese colonial period to contemporary times. Through in-depth explanations, combined with group discussions, human rights education, social care and multicultural respect and other course activities, it helps students understand the development context of Taiwanese novels. At the same time, through class discussions and after-class homework, students’ logical thinking and communication skills are trained, allowing them to develop independent thinking and critical perspectives while appreciating Taiwanese 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 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. 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. "Newspaper Deliverer" by Yang Kui, New Taipei City: Yuanjing Publishing, 1997.
2. Written by Lu Heruo; translated by Lin Zhijie, "The Complete Novels of Lu Heruo", New Taipei City: Yinke Publishing House, 2006.
3. Written by Long Yingzong; compiled by Chen Wanyi and represented by "The Complete Works of Long Yingzong", Tainan City: National Museum of Taiwan Literature, 2008.