國文作為大學基礎教育的必修學科，承載著多數學子母語、及十二年國民教育的學習基礎，教育內涵從表達溝通的基礎力、文化的潛移默化，乃至人格的形塑……，都是大學國文透過不同策略希冀達成的目標。但如何在時間、空間、學生人數固定的限縮下，有效率地完成上述目標？甚至培養出學生自主與終身學習的通識目標？本文以美國教育學者克柏屈的同時學習原則，及布魯姆認知、情意、技能的教育目標作為理論基礎，針對現行基礎語文到大學國文間的斷裂與重疊性提出反省，期望大學國文應以基礎語文教育為基礎，重新建構更具銜接性、持續性與深化性的內涵，凸顯二者在教學策略與方法的應該區隔，以覓得大學國文應不同於基礎語文、更值得彰顯的人文價值。

Chinese is the majority of students' mother tongue in Taiwan and as a compulsory and fundamental course in university, also mostly seen in general education. In order to help develop students' competencies of communication and humanities, and to foster their personalities and characters, college Chinese must be designed with different teaching effective strategies. However, under unfavorable conditions today, such as limited teaching hours, constrained environments and fixed student number are crucial difficulties in instructional design of Chinese course. Numerous improved projects leading by the authorities concerned mainly focus on writing ability or language assessment. In this context, how to stimulate students' motivations in order to plunge in self learning and life-long learning is an increasingly challenge for college teachers. In this article, the author uses theories advocated by American educator William H. Kilpatrick's Simultaneous learnings and Benjamin S. Bloom's educational objectives to re-examine and reflect the content of language education from fundamental to university stage, moreover, to explore more integrated teaching strategies for teachers.