分科教材教法(語文領域/英文)

壹、本課程依據教師專業素養及其指標需求設計之教學內容如下: This course introduces students in the Teacher Education Program to major approaches and methods in teaching English as a second or foreign language (TESOL or TEFL). The students will examine each approach and method in terms of its theory of language and language learning, goals, syllabus, teaching activities, teacher and learner roles, materials, and classroom techniques. In this class, the students will work in a collaborative group to discuss, explain, and compare different ELT methods and then connect the theories and methods to their current or future classroom teaching. Learning Outcomes Class meetings will be a combination of lectures, group discussion and activities, student presentations, and demo teaching. Each student will demo-teach mini-lessons in pairs or small groups to demonstrate their familiarity with effective ELT teaching strategies. Throughout the semester, the students are expected to show active participation and reflect on their learning about ELT in the online course platform. Upon completion of this course students will be able to: 1. Explain and articulate the underlying principles of ELT methods and approaches; 2. Evaluate different ELT methods and approaches and their applicability to classroom instruction; 3. Make informed decision about their instructional designs and pedagogies; 4. Evaluate online and offline ELT teaching materials and resources and use these resources effectively to support their English teaching; 5. Collaborate effectively in teams to build the knowledge and develop the skills needed to be a competent teacher; and 6. Demonstrate a reflective attitude toward their own learning and teaching processes. ASK: 素養的內涵包含態度(Attitude)、技能(Skill)與知識(Knowledge),稱之為愛思客(ASK)。三者看起來是分立的,但在課程設計及學習過程中,卻像麻花般是互相交織的。新課綱提出「素養」的概念,並非推翻與否定9 年一貫強調的「能力」,而是豐富並落實「能力」的內涵,透過課程教學設計,促成自發、互動、共好的學習,培養以人為本的「終身學習者」。https://futureparenting.cwgv.com.tw/family/content/index/10643 貳、本課程對應之師培中心教育目標、教師專業素養及其指標如下: 一、教育目標: (一)培育具教育專業理念且熟悉教育實務的中學教師 (二)培養師資生具備以學生為本的教學素養 (三)發展師資生多元適性的教學知能 (四)培植師資生具創造正向學習環境的能力 (五)深化師資生的教師專業倫理與專業成長 二、教師專業素養及其指標: (一)了解教育發展的理念與實務: 1-1 了解有關教育目的和價值的主要理論或思想,以建構自身的教育理念與信念。1-2 敏銳覺察社會環境對學生學習影響,以利教育機會均等。1-3 了解我國教育政策、法規及學校實務,以作為教育實踐的基礎。 (二)了解並尊重學習者的發展與學習需求: 2-1 了解並尊重學生身心發展、社經及文化背景的差異,以作為教學與輔導的依據。2-2 了解並運用學習原理,以符合學生個別的學習需求與發展。2-3 了解特殊需求學生的特質及鑑定歷程,以提供適切的教育與支持。 (三) 規劃適切的課程、教學及多元評量: 3-1 依據課程綱要/大綱、課程理論及教學原理,以規劃素養導向課程、教學及評量。3-2 依據課程綱要/大綱、課程理論及教學原理,以協同發展跨領域/群科/科目課程、教學及評量。3-3 具備任教領域/群科/科目所需的專門知識與學科教學知能,以進行教學。3-4 掌握社會變遷趨勢與議題,以融入課程與教學。3-5 應用多元教學策略、教學媒材及學習科技,以促進學生有效學習。3-6 根據多元評量結果調整課程與教學,以提升學生學習成效。 (四) 建立正向學習環境並適性輔導: 4-1 應用正向支持原理,共創安全、友善及對話的班級與學習環境,以養成學生良好品格及有效學習。4-2 應用輔導原理與技巧進行學生輔導,以促進適性發展。 (五) 認同並實踐教師專業倫理: 5-1 思辨與認同教師專業倫理,以維護學生福祉。5-2 透過教育實踐關懷弱勢學生,以體認教師專業角色。5-3 透過教育實踐與省思,以發展溝通、團隊合作、問題解決及持續專業成長的意願與能力。

本課程依據教師專業素養及其指標需求設計之教學方法如下: Google Classroom 課程代碼 gh3micg https://classroom.google.com/c/MzIwODcxMjQxMDI0?cjc=gh3micg

本課程依據教師專業素養及其指標需求設計之學習評量如下: Learning Activities and Assessment Tasks 1. Attendance 10% 2. 3-2-1 Reflection on ELT Talks & Classroom observation report 20% 3. In-class discussion & learning tasks 25% 4. Google Classroom reflection & feedback 15% 5. Teaching demo 20% a. Lesson plan b. Teaching demo (15-20 minutes) c. Evaluation & feedback d. Video presentation: Post-teaching reflection 6. TESOL learning e-portfolio 10% Total 100%

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd Edition). UK: Cambridge university press.

地點

人社三館C308

時間

Tuesdays 10:00-12:00 or by appointment

聯絡方式

Phone: 03-5712121 ext. 52716 E-mail: reginelin@nycu (best way to reach me!)