Please respect the intellectual property rights, and shall not copy the textbooks arbitrarily.
|英文名稱||Human/Adolescent Learning and Development|
|學分數||3.0||每週授課時數||正課時數: 3 小時|
|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.|
|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.|
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
Journal of the Learning Sciences
Journal of Educational Psychology
Journal of Experimental Child Psychology
Learning and Instruction
Psychology and Aging