◎系所教育目標：
1.具備廣博與專精之教育學術知識。
2.深化獨立與純熟之教育研究素養。
3.發展省思與批判之教育研究精神。
4.統整理論與實務之教育實踐能力。 |
| ◎核心能力 | 關聯性 |
| 1.「本土化」思維與「全球化」視野之知能與涵養。 | 3 關聯性中等 |
| 2.卓越的教育專業研究知能與涵養。 | 5 關聯性最強 |
| 3.卓越的「教育理論」與其應用之專業能力與涵養。 | 4 關聯性稍強 |
| 4.卓越的「課程與教學」理論和實務之專業能力與涵養。 | 4 關聯性稍強 |
| 5.從事高階「教育行政與文教事業」工作之專業能力與涵養。 | 1 關聯性最弱 |
| 6.反省、敬業、溝通、領導與團隊合作之能力與涵養。 | 1 關聯性最弱 |
| 7.合理性邏輯思考、尊重多元文化和人道關懷之能力與涵養。 | 3 關聯性中等 |
◎本學科學習目標：
This course is designed to prepare students to explore theories in culture and education, and further apply in practice. The theories on the communication and theories on class, codes and control will be discussed how to integrate into practice. Lectures, student presentations, discussions, related films will be implemented. Students have to critique the readings and apply to their own research and teaching. |
| ◎教學進度： |
| 週次 | 主題 | 教學內容 | 教學方法 |
01
09/20 | Introduction | Introduction to the course and requirements | 問題教學法、講授、討論。 |
02
09/27 | Looking Out/Looing In | Adler & Proctor , Chap 1 & 2 | 問題教學法、講授、討論。 |
03
10/04 | Looking Out/Looing In | Adler & Proctor , Chap 3 (day after Mid-Autumn Festival) | 問題教學法、討論。 |
04
10/11 | Looking Out/Looing In | Adler & Proctor , Chap 4 | 講授、討論。 |
05
10/18 | Looking Out/Looing In | Adler & Proctor , Chap 5 & 6 | 問題教學法、討論。 |
06
10/25 | Class, codes and Control—Volune IV Structuring of Pedagogic Discourse | Basil Bernstein, pp 13-35. pp. 1-11 (Mei-ying will lead, could skip pp. 1-13) | 問題教學法。 |
07
11/01 | Class, codes and Control—Volune IV Structuring of Pedagogic Discourse | Basil Bernstein, pp. pp.36-60 | 問題教學法、討論。 |
08
11/08 | Class, codes and Control—Volune IV Structuring of Pedagogic Discourse | Basil Bernstein, pp. 63-74 | 問題教學法、討論。 |
09
11/15 | midterm week, | Midterm Project Presentation (required readings as required references in the project) | 作業/習題演練、問題教學法、口頭報告。 |
10
11/22 | Class, codes and Control—Volune IV Structuring of Pedagogic Discourse | Basil Bernstein, pp. 74-89 | 問題教學法、講授、討論。 |
11
11/29 | Class, codes and Control—Volune IV Structuring of Pedagogic Discourse | Basil Bernstein, pp. 94-112 | 問題教學法。 |
12
12/06 | Class, codes and Control—Volune IV Structuring of Pedagogic Discourse | Basil Bernstein, 113-130 | 問題教學法、討論。 |
13
12/13 | Class, codes and Control—Volune IV Structuring of Pedagogic Discourse | Basil Bernstein, pp. 133-144 | 問題教學法、講授、討論。 |
14
12/20 | Class, codes and Control—Volune IV Structuring of Pedagogic Discourse | Basil Bernstein, pp. 145-163 | 問題教學法、講授、討論。 |
15
12/27 | Class, codes and Control—Volune IV Structuring of Pedagogic Discourse | Basil Bernstein, pp. 165-190 | 問題教學法、講授、討論。 |
16
01/03 | Class, codes and Control—Volune IV Structuring of Pedagogic Discourse | Basil Bernstein, pp. 191-215 | 問題教學法、講授、討論。 |
17
01/10 | Final Project | Final Project Presentation I | 作業/習題演練、口頭報告。 |
18
01/17 | Final Project | Final Project Presentation II | 口頭報告。 |
◎課程要求：
1. Readings and Class Participation. Discussion and brainstorming are the key pedagogy for this course in order to guide the students to critique the readings and praxis based on their scholarly exploration, teaching experiences or learning experiences. Come prepared to actively participate in a critical analysis of the week's topic, informed by thoughtful consideration of all the assigned readings. Therefore, the responsibility for class discussion and learning is placed in your hand. You cannot participate unless you come to class each week. If you are not able to make the class, a reflection paper on the readings will be required and due in the following week otherwise there will be penalty against your final grades.
2. Weekly Notes and 3 questions: After each class, you have to hand in notes and 3 questions on the assigned materials.
3. Midterm: There will be an oral presentation with PPT on the topic of the final projects, including what (topic), why (significance & problem/phenomenon), where, how (method) and questions proposing what information/help you need.
4. Final Projects: (1) All students will submit a final paper based on their research interest. |
◎成績考核
課堂參與討論40% : Preparation, Participation & weekly paper with 3 questions
期中考15% : Midterm-outline & ideas of final project with 3 questions
書面報告45% : Final Projects
|
◎參考書目與學習資源
1. Daniels, Harry (2008). Vygotsky and research. New York: Routledge.
2. Lee, Carol D. & Smagorinsky, Peter. (2000). (eds.). Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry.
3. Robbins, Dorothy (2001). Vygotsky’s psychology-philosophy: A metaphor for language theory and learning. New York: Kluwer Academic/Plenum Publishers.
4. Smagorinsky, Peter (2011). Vygotsky and literacy research: A methodological framework. Rotterdam: Sense.
5. Veer, Rene van der (2007). Lev Vygotsky. New York: Continuum.
6. Vygotsky, Lev. (2012). Thought and language. Hanfmann, Eugenia; Vakar, Gertrude; & Kozulin, Alex (translated). Cambridge, MA: Harvard University Press.
7. Holquist, Michael (2002). Dialogism: Bakhtin and his world. New York: Routledge.
8. Wertsch, James V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
9. Hoff-Ginsberg, Erika. (2001). Language and development. Belmont, CA: Wasdsworth/Thomson Learning.
10. Vygotsky, Lev. (1999). (11th). Thought and Language. Alex Kozulin (ed.). Cambridge, MA: MIT Press.
11. Baker, Colin. (2006). Foundations of Bilingual Education and Bilingualism. Toronto, CA: Multilingual Matters LTD.
12. Sneddon, Raymonde. (2009). Bilingual Books: Biliterate Children Learning to Read Through Dual Language Books. |
| ◎教材講義 請改以帳號登入校務系統選擇全校課程查詢方能查看教材講義 |