期許透過對中國古典小說的名篇賞析，能使學子獲得知識與閱讀的樂趣。並且配合AI技術進行古典小說二創，透過引導學生熟練AI文圖生成的過程，成為小說作品的創作靈感，達到現代科技活化古典文學的目的。

It is expected that through the analysis of famous Chinese classical novels, students can gain the joy of knowledge and reading. In addition, it cooperates with AI technology to carry out the second creation of classical novels. By guiding students to practice the process of AI text generation, it becomes the creative spirit of novel works, achieving the purpose of modern technology to activate classical 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.

許建坤等著，《古話新說：古典短篇小說選讀》，台北：洪葉文化，2008.9

Xu Jiankun et al., "New Ancient Tales: Selected Reading of Classical Short Stories", Taipei: Hongye Culture, 2008.9