為確立中學「108課綱」素養導向中文課程,在進入大學階段後,有其銜接性的進階教學任務,同時亦能提升大學生整合分歧意見的跨域溝通能力,本計畫旨在將哲學「分類比較」與「後設反思」的思維訓練導入通識基礎中文課程的教學之中,企圖引導學生藉由「分類比較」形塑理解中文文本的個人觀點,再進一步透過「後設反思」檢視自己與他人分類判準的合理性以強化自已的分類思維,藉此提升當代大學生所不足的系統性閱讀理解能力以及整合分歧意見的跨域溝通能力。
The study has two main purposes: to integrate philosophical thinking into Freshman Chinese courses in alignment with competency-based Chinese courses in 12-Year Basic Education Curricula and to enhance students' interdisciplinary communication skills and ability to reach consensus. Students will be guided to shape their personal perspectives when reading Chinese texts by practicing the thinking strategy of category comparison and to examine the rationality of their and other students' criteria for categorization through meta-reflection. By these methods, this research plans to reinforce students' categorical thinking as well as to improve their systematic reading comprehension and interdisciplinary communication skills.