本課程以三項能力的實際運用為核心——「敘事策略意識」、「對象意識」以及「文本轉譯及分析能力」，強調在不同情境中，進行有效精確的表達。透過文學作品細讀、傳統戲曲分析，再進一步結合電影與當代劇場等不同形式之對照，引導學生理解故事內容（content）如何在不同媒介中被轉譯、重構與再生產。課程關注的不僅是「說什麼」，更是「如何說」以及「對誰說」，引導學生理解故事內容與目標對象（如觀眾、讀者等）之間的關係，並培養其在不同的平台或是多元媒介之中，轉換的敏銳度。
　　
　　課堂將結合視覺與表演元素，透過影像片段、舞台呈現與案例分析，使學生理解畫面、節奏與聲音如何參與內容。並強調文學作為敘事基礎，指出文字不僅承載情節與意義，本身亦能生成畫面與節奏，進而轉化為視覺表現。課程練習中將導入數位工具，以AI輔助主題發想、版本延伸與表達測試。例如以既有文本為基礎進行改寫，練習撰寫故事大綱與宣傳文案，進一步掌握表達策略的調整。
　　本課程希望學生不僅能分析文本，更能主動運用敘事作為溝通與思考的工具。使其在未來不論從 事何種領域，無論是日常溝通、藝術創作、社群媒體經營或內容企劃，皆能掌握表達的精準度與適切性，並理解敘事與視覺之間的互動關係。與此同時，培養學生對文本所承載之價值觀的辨識能力，例如性別角色、身分認同與權力關係等議題，進一步形成對文化現象與人文議題的基本關懷。

This course is centered on the practical application of three abilities - "narrative strategy awareness", "object awareness" and "text translation and analysis skills", emphasizing effective and accurate expression in different situations. Through close reading of literary works, analysis of traditional operas, and further comparison of different forms such as film and contemporary theater, students are guided to understand how story content (content) is translated, reconstructed and reproduced in different media. The course focuses not only on "what to say" but also "how to say it" and "to whom" it is said, guiding students to understand the relationship between the content of the story and the target audience (such as the audience, readers, etc.), and cultivating their sensitivity in switching across different platforms or multiple media.
　　
The class will combine visual and performance elements, through video clips, stage presentations and case studies, to enable students to understand how images, rhythm and sound participate in the content. He also emphasized literature as the basis of narrative, pointing out that words not only carry plots and meanings, but can also generate images and rhythms, which can then be transformed into visual expressions. Digital tools will be introduced in the course exercises to use AI to assist in topic development, version extension and expression testing. For example, rewrite based on existing texts, practice writing story outlines and promotional copy, and further master the adjustment of expression strategies.
This course hopes that students can not only analyze texts, but also actively use narrative as a tool for communication and thinking. No matter what field they are engaged in in the future, whether it is daily communication, artistic creation, social media management or content planning, they can master the accuracy and appropriateness of expression, and understand the interactive relationship between narrative and visuals. At the same time, it cultivates students' ability to identify the values ​​carried by texts, such as issues such as gender roles, identity, and power relations, and further develops a basic concern for cultural phenomena and humanistic issues.

　　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.

張愛玲《金鎖記》
王安祈《絳唇珠袖兩寂寞──京劇．女書》
王安祈《京劇．未來式：王安祈與國光劇藝新美學》
金士傑《金士傑 劇本 I :荷珠新配．懸絲人．今生今世》
威廉・莎士比亞《暴風雨》、《仲夏夜之夢》、《馬克白》
喬瑟夫．坎伯（Joseph Campbell）《千面英雄》

Zhang Ailing's "The Story of the Golden Lock"
Wang Anqi's "Red Lips and Beaded Sleeves Are Lonely──Peking Opera". Nv Shu》
Wang Anqi's "Peking Opera." Future Tense: Wang Anqi and the New Aesthetics of Guoguang Theater Arts"
Jin Shijie "Jin Shijie Script I: New character of Hezhu." Hanging silk man. This life"
William Shakespeare's "The Tempest", "A Midsummer Night's Dream", "Macbeth"
Joseph． "The Hero with a Thousand Faces" by Joseph Campbell