課程目標
本課程以「敘事、思辨、溝通」為三大核心，旨在引導大一新生透過文學閱讀與寫作練習，建立對自我、土地與歷史的感知能力，進而將其轉化為清晰深刻的表達。

課程內涵
為達成上述目標，本課程的文本選讀與寫作訓練將依循「自我叩問 ➔ 空間感知 ➔ 歷史凝視」的脈絡，層層遞進地展開：

一、記憶的微物與敘事（向內凝視自我）
記憶往往附著於具體的物件與感官之中。本單元將拆解作家如何處理個人生命史中的幽微情感。透過閱讀，引導學生學習「不直接說破」的寫作策略，練習運用白描、物件盤點與感官摹寫，將抽象的生命經驗轉化為具象的敘事。對應文本：詹宏志〈二姊的抽屜〉（物件與創傷敘事）；楊牧〈又是風起的時候了〉（感官與時光叩問）。

二、土地的光影與思辨（向外感知空間）
人與土地的關係是理解社會現實的起點。本單元將焦點從書桌轉向戶外，探討作家如何記錄地方產業的變遷，或運用魔幻寫實重塑原鄉記憶。藉此訓練學生結合客觀紀錄與主觀想像，重新觀察並書寫身邊的空間與自然環境。對應文本：顏嘉琪〈酸菜故鄉〉（勞動記憶與社會寫實）；甘耀明〈神秘列車〉（鄉野空間與魔幻敘事）。

三、文獻的轉譯與溝通（向深探索歷史）
溝通不僅發生在當下，也發生在我們與歷史之間。本單元將帶領學生跨越時空，閱讀清代官員對中部原住民的生活考察。重點在於引導學生如何「閱讀史料」、辨識書寫者的視角與框架，並思考在當代社會中，我們該如何透過文字與不同的族群、文化進行理解與溝通。對應文本：黃叔璥〈番俗六考〉「北路諸羅番八」（他者凝視與史料批判）；Liglav A-wu〈重返沙轆社〉（同理共情與在地書寫）。

Course objectives
This course takes "narrative, thinking, and communication" as its three cores and aims to guide first-year students to build their perception of themselves, land, and history through literary reading and writing exercises, and then transform them into clear and profound expressions.

Course content
In order to achieve the above goals, the text selection and writing training in this course will follow the context of "self-questioning ➔ spatial perception ➔ historical gaze" and will be carried out step by step:

1. Objects and Narratives of Memory (Looking Inward at the Self)
Memories are often attached to specific objects and senses. This unit will break down how writers deal with subtle emotions in personal life history. Through reading, students are guided to learn the writing strategy of "not telling directly" and practice using line drawing, object inventory and sensory imitation to transform abstract life experiences into concrete narratives. Corresponding texts: Zhan Hongzhi's "Second Sister's Drawer" (Objects and Trauma Narrative); Yang Mu "It's Time for the Wind to Blow Again" (Inquiry into Senses and Time).

2. Light, shadow and speculation of the land (perceiving space outwards)
The relationship between people and land is the starting point for understanding social reality. This unit shifts the focus from the desk to the outdoors, exploring how writers record changes in local industries or use magical realism to reshape memories of their hometown. This trains students to combine objective records and subjective imagination to re-observe and write about the space and natural environment around them. Corresponding texts: Yan Jiaqi's "Hometown of Sauerkraut" (labor memory and social realism); Gan Yaoming's "Mysterious Train" (country space and magical narrative).

3. Translation and communication of documents (exploring history in depth)
Communication happens not only in the present, but also between us and history. This unit will lead students across time and space to read the Qing Dynasty officials’ investigation of the lives of the indigenous people in central China. The focus is to guide students how to "read historical materials", identify the writer's perspective and framework, and think about how we can understand and communicate with different ethnic groups and cultures through words in contemporary society. Corresponding texts: Huang Shuzhen's "Six Examinations of Fansu" and "North Road Zhuluo Fanba" (the other's gaze and criticism of historical materials); Liglav A-wu "Return to the Shalu Society" (empathy and local writing).

　　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.

自編教材

Self-edited teaching materials