文學遊走，以多元方式閱讀在地，正是通識國文教學的區域教學新趨勢。本文以校園所在的「臺東」為起點，透過課程開設之經驗分享，觀察東臺灣創作文藝與影像之在地特質，進此闡釋通識課程執行的成效、醒覺與人文思維的關連，檢視學習者與「風土」（terroir）如何創發連結：其一、省察「創作者—土地」的權力關係：探勘東臺灣文藝影像所隱含的文學、區域、族群、性別、權力……等關係，讓學生透過文學地景引發思索，成為東臺灣文藝的解讀者。其二、創造「參與者—土地」的主動學習：引領學習者參與在地活動，運用創發力將東臺灣轉化成為作品，締造自我的觀看視角，自文學地景之中獲得能量，增進認同。

Reading local places in Literature teaching is a new trend of local teaching in general courses of Chinese. This paper as a threshold of Taitung--where the campus situate--observes the local characteristics of Eastern Taiwan literature and images and elaborates the course´s result, realization, and connection of humanities. The way of the connection of the students and the“terroir＂is discussed as well. First, scrutiny of the“creator and land＂power relationships: exploring the implying relationships of literature, areas, communities, genders, power, etc of Eastern Taiwan literary images in order to lead students to think Second, creating“participant and land＂active learning: leading students to participate local activities and to create artistic works from Eastern Taiwan and founding their own seeing and identifications.

Reading local places in Literature teaching is a new trend of local teaching in general courses of Chinese. This paper as a threshold of Taitung--where the campus situate--observes the local characteristics of Eastern Taiwan literature and images and elaborates the course´s result, realization, and connection of humanities. The way of the connection of the students and the“terroir＂is discussed as well. First, scrutiny of the“creator and land＂power relationships: exploring the implying relationships of literature, areas, communities, genders, power, etc of Eastern Taiwan literary images in order to lead students to think Second, creating“participant and land＂active learning: leading students to participate local activities and to create artistic works from Eastern Taiwan and founding their own seeing and identifications.