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    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/61329


    Title: 台灣高等教育國際化之課程探討: 一個敘事性批判民族誌研究
    Authors: 黃怡萍
    Contributors: 國立政治大學英國語文學系
    Keywords: 高等教育國際化;全英語授課;課程設計
    Internationalization of Higher Education;English-Taught Courses;Curriculum Design
    Date: 2010
    Issue Date: 2013-10-11 17:23:44 (UTC+8)
    Abstract: Due to the lack of qualitative research on the English-medium instruction (EMI)
    curriculum designs in Taiwan and the ambiguities in the role of English as the only medium in
    language learning/teaching, this qualitative case study examined the EMI curriculum designs (i.e.,
    English-taught courses for a Junior Year Abroad) at the levels of official, intended, enacted, and
    experienced curriculum in one university in Taiwan. Semi-structured interview data were
    gathered from two administrators, five content-area teachers, and 36 students, and analyzed based
    on Thornton’s (1988) framework of curriculum consonance. The results showed both consonance
    (e.g., similar views of the usefulness of English-taught courses for the Junior Year Abroad) and
    dissonance (e.g., dissimilar views of the way the EMI curriculum should be designed) in terms of
    the official, intended, enacted, and experienced curriculum, suggesting that the design of
    English-taught courses for the Junior Year Abroad enabled students to increase their levels of not
    only English proficiency but also maturity and critical thinking and also that some modifications
    are required to enable students to fully participate in the international community of academia.
    Suggestions for curriculum designs, teacher development, and teaching are made. Direction for
    future research is given.
    雖然高等教育國際化儼然成為教育發展趨勢,然而,大部分研究皆採取文獻探
    討或量化研究方式,鮮少指出高等教育國際化課程在台灣之執行現況與遭遇困難;尤有甚
    者,高等教育「全英語授課」課程設計之檢討付之闕如。此外,文獻也已顯示行政人員、
    教師與學生對於高等教育「全英語授課」課程設計未必有相同的看法與感受。因此,本研
    究旨在採取質性研究方法, 在Thornton (1988) 的課程協調或統合( curriculum
    consonance)的框架下,探討台灣一所大學國際化課程中「全英語授課」與「大三出國」
    之設計,並分項研究其官方課程設計為何(official curriculum)?教師所設計之課程
    (intended curriculum) ? 其實際執行狀況(enacted curriculum) ? 學生之經驗
    (experienced curriculum)?與上述各種課程中的相互關係、實施成效、及其影響因素為
    何?本研究之對象,含括一所大學之行政人員(2位)、教師(5 位)與學生(36位)。資
    料收集將歷時兩年,以個人訪談及文獻資料收集為主要方式。資料分析採用Carspecken
    (1996)的reconstructive analysis,在Thornton的框架下加以分析。研究結果顯示,課程
    的設計方式、執行方式、與成效,皆有統合與不統合之處;雖然為「大三出國」所設計之
    「全英語授課」課程有其必要之處,卻也點出在英語教學課程設計、全英語授課執行方式、
    與教師專業發展都有待改善空間。吾人相信研究結果因更加瞭解行政人員、教師、學生之
    觀點,而裨益於未來高等教育國際化之課程設計。
    Relation: 執行期間:9710-9907
    Data Type: report
    Appears in Collections:[英國語文學系] 國科會研究計畫

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