本文主要探討筆者獲教育部96-1 優質通識教育課程補助之「大一國文」的課程設計、實踐歷程及教學成效。本課程與傳統大學國文課程之不同，在於突破以往從教師專業角度與生命經驗為考量，改以學生為中心，嘗試以創新的格局來教授大學國文。以觸動學生的情感共鳴、啟發多元思考、訓練語文能力為主要教學目標。在教材編選上，依授課對象的心智年齡與生命經驗為考量，來選取文章；以人生、人際等相關主題，結合古典文學與現代文學。在教學活動的安排上，除採用範文的讀講教學外，亦融入西方建構主義與多元智能理論的教學觀，配合不同學生的學習方式，設計兼涵多種智能的學習與運用的課程活動，強調從學生的優勢智能來切入學習，也讓學生藉此習得多項智能；並採用多元評量方式，讓學生的優勢智能得以發揮， 建立學習信心， 並提高學習興趣。

The paper outlines the design, implementation, and impact of a new undergraduate Chinese curriculum, which has been granted by Ministry of Education as an excellent course of general education. The Chinese course design is different from others in many aspects. It takes a creative student-centric approach to teaching Chinese, rather than teaching from the perspective of professional Chinese literature. The course is focused on emotional resonance, multi-dimensional thinking, and advanced language capability. In the design of course material, some readings are selected according to the human experience of undergraduate students. When teaching in the course, in addition to the selected Chinese literature, the notion of constructivism and multiple intelligence theory are integrated in response to various students’needs and ways of learning. The design and implementation of multiple intelligence theory in the course have provided flexibility to let students learn Chinese by means of intellectual advantage. Finally, the students are evaluated with respect to multiple intelligence. The result shows that the students have more interests in learning Chinese literature and gains more confidence in practicing Chinese.