資料載入中.....
|
請使用永久網址來引用或連結此文件:
http://ir.hust.edu.tw/dspace/handle/310993100/1892
|
| 題名: | 「大一英文」課程內容知識分析與規劃 |
| 作者: | 陳家幸
Chia-hsing Chen |
| 貢獻者: | 修平技術學院應用英語系 |
| 關鍵詞: | 大一英文
內容知識
知識類型
課程規劃
Freshman English
content knowledge
knowledge models
curriculum design |
| 日期: | 2009-09
|
| 上傳時間: | 2010-04-28T07:51:10Z
|
| 摘要: | 依據現有研究文獻，大多數知識論信念的研究只檢驗學生普遍性的學習信念，較少專門針對語言單科作專殊分析。而國內關於大專英文課程的研究，亦多偏向以英文教材教法的研發與應用為主。因此，如何結合知識類型分析與英語教材建構兩者是本研究的重心。本文將首先概覽「大一英文」課程的實施現況，爾後再將焦點轉而置於課程內容知識的逐項分析上。由於課程與教學的研擬、規劃與執行皆是在繁複的社會、文化的人際網絡中進行，所以分別從六大層面進行分析，以導出奠基於英文的多元知識形式的理論架構。最終目的則是嘗試提出相關課程內容知識架構之規劃，建議以工具技巧、詮釋批判與轉化創造等三大層次的內容知識作為「大一英文」課程教材內容設計之參考架構
According to the relative literature, most studies of the epistemological belief focus on students’ general learning experience, without taking any specific subject into thorough consideration. And, the studies of English courses for college students in Taiwan often emphasize the development and application of the teaching materials and methods themselves. Thus, how to connect the investigation of knowledge models and the construction of Freshman English teaching materials is the core of this study. First, after sketching the implementation of the Freshman English course, we will analyze its content knowledge. Since all of the development and implementation of the course design are woven into the social and cultural context, we, then, will proceed to examine the core issues from six aspects, so as to highlight the diverse and ambiguous characteristics of the knowledge models of English for college students. Our ultimate goal is to propose a new standard to construct the teaching materials of the Freshman English course with the consideration of the content knowledge from three perspectives (i.e., the technical/skillful, the interpretative/critical and the transforming/creating criteria) |
| 關聯: | 修平人文社會學報 13, 55-74 |
| 顯示於類別: | [應用英語系] 期刊論文
|
文件中的檔案:
| 檔案 |
大小 | 格式 | 瀏覽次數 |
|---|
| 13-04.pdf | 492Kb | Adobe PDF | 1844 | 檢視/開啟 |
|
在HUSTIR中所有的資料項目都受到原著作權保護.
|
