1、引導大一初進中文系的學生，透過閱讀詩歌、小說、散文與電影等不同的媒材文本，在各種文學的形式中尋找到一個專屬於自己的「詞彙」，去詮釋、定義個人生命中的「文學」。
2、藉由擴充文學閱讀的視野與角度，建立一種全新的思辨能力，使學生擅於對文本發問：「為什麼？」並能將之廣泛應用在「文學」學科中的各門研究或實作課程。
3、課程藉由基本的文本閱讀，首先建立學生對文學系統的知識性基礎。並透過實際的創作、評論與採訪課程，除了需進行「自己作品的創作」，還需透過採訪與被採訪的過程，組織、系統化自己的文學觀。
1. Guide first-year students in the Chinese Department to find their own "vocabulary" in various literary forms by reading different media texts such as poetry, novels, essays, and movies to interpret and define themselves. "Literature" in life.
2. By expanding the horizons and perspectives of literary reading, a new kind of critical thinking ability is established, so that students are good at asking questions about texts: "Why?" and can be widely used in various research or practice in the discipline of "Literature" course.
3. The course first establishes students’ knowledge base of the literary system through basic text reading. And through actual creation, criticism and interview courses, in addition to "creating your own works", you also need to organize and systematize your own literary views through the process of interviewing and being interviewed.
楊牧《文學的源流》，台北：洪範，1984。
楊牧《一首詩的完成》，台北：洪範，2004。
奚密《台灣現代詩論》，香港：天地圖書，2009。
Yang Mu, "The Origin of Literature", Taipei: Hong Fan, 1984.
Yang Mu, "The Completion of a Poem", Taipei: Hong Fan, 2004.
Xi Mi, "Taiwan Modern Poetry", Hong Kong: Tiandi Books, 2009.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂討論課堂討論 Class discussion |
30 | |
| 期中考期中考 midterm exam |
30 | |
| 期末考期末考 final exam |
30 |
