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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.
究旨在採取質性研究方法, 在Thornton (1988) 的課程協調或統合( curriculum
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
(1996)的reconstructive analysis,在Thornton的框架下加以分析。研究結果顯示,課程
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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