| 111學年第1學期課程綱要 |
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| 一、課程基本資料 |
| 開課序號 | 1381 | 課程學制 | 碩 |
| 科目代碼 | CLM0074 | 課程名稱 | 人類學習與發展 |
| 英文名稱 | Human/Adolescent Learning and Development | ||
| 全/半年 | 半 | 必/選修 | 選修 |
| 學分數 | 3.0 | 每週授課時數 | 正課時數: 3 小時 |
| 開課系級 | 華語系（碩） | ||
| 先修課程 | |||
| 課程簡介 | 本課程探討人類發展與學習等重要議題，目的是以科學方式研究人類在認知、情緒、人格、道德和社會文化等向度上的發展歷程。課程將介紹人類發展重要理論、探討個體在各發展階段（著重於青少年與壯年期）之特性、瞭解不同學派的學習理論及思考不同理論與發展階段的交互關係，讓學生將所學應用於生活和華語教學場域。 | ||
| 課程目標 | 對應系所核心能力 | ||
| 1. 引導學生瞭解並深究人類發展與學習的發展脈絡、經典理論與重要概念 | 碩士: 3-4 能體會學習者學習語言的過程，給予支持並進行語言學習之策略教學。 |
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| 2. 培養學生閱讀人類發展與學習相關的學術論文之能力 | 碩士: 3-1 能進行華語文教學相關之學術研究（語言/文化/學習/教學）。 |
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| 3. 藉由文獻探討、個人省思、小組討論，提升學生思考能力並能尊重個別差異 | 碩士: 3-6 能瞭解並尊重多元文化的差異。 4-5 能促進跨語言及跨文化之國際交流。 |
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| 二、教學大綱 |
| 授課教師 | 張瓅勻 | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| 教學進度與主題 | |||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 教學方法 | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| 方式 | 說明 | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| 講述法 | Students will be exposed to the domains of teaching and learning as they related to, and thus are influenced by, the processes of human development through lectures, seminars, and discussions. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| 討論法 | Students will participate in small and large group discussions. They will contribute to these discussions by exchanging their opinions on topics/tasks introduced in class, and by sharing insights from their self-reflection paper (an exploration of students’ own development). Through the discussions, the goal is to broaden students’ views on issues, concepts, and experiences that are significant for them as developing CSL/CFL educators and growing humans who continue their lifelong learning. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| 媒體融入教學 | Students will participate in Moodle for their learning outside the classroom; slides and multimedia will be used in class. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| 專題研究 | Each student will identify a research topic/issue of his/her own interest, plan and conduct a formal literature review, prepare a written report of the literature review, and make an oral presentation to the class. As part of this process, each student will prepare and submit a statement of his/her research topic and an annotated bibliography of their sources (APA format; requirements will be described in details in class). In a final written report, a “problem” will be identified and defined as the topic of the literature review. Then, the professional literature related to the topic, both theoretical and empirical, will be explored, explained and evaluated. Finally, a comprehensive discussion is needed for elaborating how the literature addresses the topic. A minimum of ten professional citations (from a variety of sources) should be included. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| 評量方法 | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| 方式 | 百分比 | 說明 | |||||||||||||||||||||||||||||||||||||||||||||||||||
| 作業 | 10 % | Self-reflection paper (evaluated by the instructor). | |||||||||||||||||||||||||||||||||||||||||||||||||||
| 課堂討論參與 | 10 % | Based on the participation rubrics (will be describe in details in class); evaluated by the instructor. | |||||||||||||||||||||||||||||||||||||||||||||||||||
| 出席 | 10 % | Evaluated by the instructor. | |||||||||||||||||||||||||||||||||||||||||||||||||||
| 報告 | 30 % | Two presentations (one instructor-assigned paper, IA, and one self-assigned paper, SA; 15% for each paper). Based on the presentation rubrics (see the attached grading guidance); evaluated by peers. | |||||||||||||||||||||||||||||||||||||||||||||||||||
| 專題 | 40 % | Literature review project; 20% an oral presentation will be evaluated by peers, 20% a written report will be evaluated by the instructor. | |||||||||||||||||||||||||||||||||||||||||||||||||||
| 參考書目 |
Sternberg, R. J., & Sternberg, K. (2017). Cognitive Psychology (7th ed.). Belmont, CA: Wadsworth/Cengage Learning. 李宏鎰譯（2017）：認知心理學。台北：雙葉。 Shaffer, D. R., & Kipp, K. (2010). Developmental Psychology (8th ed.). 張欣戊、林淑玲、李明芝譯（2014）：發展心理學。台北：學富。
Bornstein, M. H., & Lamb, M. E. (2010). Developmental science: An advanced textbook (6th ed.). Mahwah, NJ: Lawrence Erlbaum. Lightfoot, C., Cole, M., & Cole, S. R. (2009). The development of children (6th ed.). New York, NY: Worth Publishers. Miller, P. H. (2009). Theories of developmental psychology (5th ed.). New York, NY: Worth Publishers. Schunk, D. H. (2015). Learning theories: An educational perspective. (7th ed.). New York, NY: Pearson
Behavioral Development Bulletin Current Directions in Psychological Sciences Child Development Developmental Psychology Journal of the Learning Sciences Journal of Educational Psychology Journal of Experimental Child Psychology Learning and Instruction Psychology and Aging |
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