The purpose of this study is to propose a space for the dialogue between text/image and life by the designated structure of discourse. It is also to guide learners to the exploration and discovery of meanings of and values in life through the inquiry of text/image. Reading and writing are activities to deepen our comprehension of language. The materials for teaching language come from the huge amount of life experiences of authors and behind their texts, the codes, lie the life connotations of these authors, which are the enlightenments of them in specific situations and bear the characteristics of tacit knowledge. In addition to classic texts, if we could also adopt materials close to students' horizons, it is not only to embody the spirit of an epoch and modern consciousness but to connect students' empirical worlds to the imaginary ones. Seen from the perspective of tacit knowledge, it is also the process through which a learner reassembles one's tacit knowledge. The feeling is one most important aspect of life achievement in its ultimate meaning. To place language education under the horizon of life-caring is to place students in an environment in which they face the waves of feelings and realize the meaning of life and are to be enlightened by the impacts of feelings on their minds. Under the horizon of life-caring and benefited from the insights of tacit knowledge, the author designed a life-caring-oriented course adopted in classrooms at an institute of technology. Based on the observation and materials such as empirical cases, learning-sheets, learning records, discussions, and feedbacks, the students' practices of learning are analyzed.