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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/26052

    Title: 「傳統社會與社會變遷」課的通識理念與教學設計
    Other Titles: Teaching Demonstration for a General Education Course, "Traditional Society and Social Change"
    Authors: 陳杏枝;Chen, Hsin-chih
    Contributors: 淡江大學通識與核心課程中心
    Keywords: 通識教育;核心課程;社會學教學;教學方法;教學理念;社會變遷;general education;core curriculum;teaching sociology;social change;teaching
    Date: 1997-12
    Issue Date: 2009-12-15 12:42:02 (UTC+8)
    Publisher: 清華大學通識教育中心; 中華民國通識教育學會臺大共同教育委員會
    Abstract: 本文首先介紹個人的教學理念,因為這些理念引導整個課程的設計。這些理念主要是培養學生如下的能力:表達自己意見的能力,以及和他人溝通和尊重異己意見的能力;團隊合作的精神、提升集體創造的能力;批判和搜集訊息的能力;尊重傳統的態度;強調人的反省能力是非常重要的社會變遷動力。本文的第二部份描述課程設計與教學法。課程分為四單元,每一單元的教學方法有些不同:(1)基礎性導論。介紹社會變遷的內容、動力和代價,以及一些常見的社會變遷理論模型。(2)了解近代世界社會變遷的大趨勢,藉此學生會比較清楚近代的中國或台灣的社會變遷是如何受外在大環境的影響。(3)中國近代社會變遷的概觀和理論。(4)臺灣的社會變遷。依據不同時期的社會變遷,設計幾組題目,由學生分組找資料,做口頭與書面報告。發生年代較久遠的事,使用文獻研究法;離現在時間愈近、和無文獻可查的事,則仰賴實地觀察或訪談調查。除了使用提問題討論的教學方法以外,此門課非常強調學生親自動手做的學習方式,例如,「每組一物」活動。本文的最後一部份,是課程檢討和教學感言。目前常遇見的問題是班級太大,以及學生普遍對通識課抱持「營養學分」之輕忽態度。
    This article first introduces my teaching philosophy, according to which the course, ”Traditional Society and Social Change”, is designed. Then, the article describes the content of the course. The course is divided into four parts, and within each part various teaching methods are applied to different topics. The first part is an introduction to the mechanism, and several theoretical models of social change. The second part depicts the general trends of social change in the world in the modern era. The third one focuses on the social change in China for the late 19th century and the 20th century. The last part is concerned with the social change of Taiwan for the past three centuries. In this part, a group paper conducted by team work is required. To prepare this group paper, students need to learn how to use library and sometimes need to conduct a short survey to find out the appropriate information. Finally, this article points out two major obstacles in the class: (1) the class is too large, so the teacher could not pay enough attention to each individual student; (2) most of the students have an indifferent attitude toward general education, and do not want to spend time and effort on the course.
    Relation: 通識教育 4(4),頁63-80
    Appears in Collections:[外交與國際關係學系全英語學士班] 期刊論文

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