本課程以培育學生具備籌劃華語課程之相關職能為目標，以終為始設計，期許學生於學期末針其對所專責的特色課程（例如AP中文、移工華語、兒童華語、商務華語、TOCFL 華語、學術華語、導遊華語、營隊華語等），提出詳實的課程企劃書或標案申請書（含教學教案、示範影片、科技輔具等）。課程以ADDIE模型規劃，從分析（Analysis）、設計（Design）、發展（Develop）、執行（Implement）到評估（Evaluate），以專案學習的方式，循序漸進引領學生主動探究，完成專案任務。This course aims to cultivate students to have relevant abilities in planning Chinese courses and is designed at the end. Students are advised to describe their special courses (such as AP Chinese, migrant Chinese, children's Chinese, business Chinese, TOCFL) at the end of the school year (such as AP Chinese, Chinese, Chinese, Chinese, Chinese, Chinese, and Chinese. Chinese, academic Chinese, tour Chinese, team Chinese, etc.), and propose detailed course plans or application books (including teaching lesson plans, demonstration videos, technology tools, etc.). The course is planned using the ADDIE model, from analysis, design, development, implementation to evaluation, and through project learning, we will step by step guide students to actively explore and complete project tasks.
Macalister, J., & Nation, I. S. P. (2019). Language curriculum design. New York: Routledge.
(無須購買)
Macalister, J., & Nation, I. S. P. (2019). Language curriculum design. New York: Routledge.
(No purchase required)
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期末專案報告期末專案報告 Final period project report |
30 | 期末專案報告 |
| 華語教學演示華語教學演示 Chinese teaching demonstration |
30 | 教案設計與上臺試教 |
| 課堂報告課堂報告 Class Report |
20 | 課堂指定之報告 |
