文學院

Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/2

院成立於民國44年,歷經50餘年的銳意發展,目前設有國文、英文、歷史、地理、臺文等5個學系、翻譯和臺灣史2個獨立所,以及全球華人寫作中心和國際臺灣學研究中心。除臺史所僅設碩士班,其餘6個系所均設有碩、博士班;目前專兼任教師近250人,學生約2500餘人。

本院早期以培養優秀中學國文、英文、歷史和地理教師為鵠的,臺灣中學語文和史地教育的實踐與成功,本院提供不可磨滅的貢獻。近年來,本院隨師範體系轉型而調整發展方向,除維持中學師資培育的優勢外,也積極朝理論研究和實務操作等面向前進。目前,本院各系所師培生的教師檢定通過率平均在95%以上;非師培生在文化、傳播、文學、應用史學及環境災害、地理資訊系統等領域發展,也已卓然有成。

本院各系所教師的研究能量極為豐富,參與國內外學術活動相當活躍。根據論文數量、引用次數等指標所作的學術力評比,本院居人文領域全國第2名。各系所之間,無論是教師的教學與研究,或學生的生活與學習,都能相輔相成、榮辱與共,彼此渾然一體,足堪「為師、為範」而無愧。

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    Changing Perspectives of Geographical Education in Singapore: Staying Responsive and Relevant
    (地理學系, 2013-11-??) Geok-Chin Ivy Tan
    Investment in education has always been a key national strategy to ensure Singapore's economic competitiveness and growth. Before the turn of the century, in 1997, a major educational reform with the official vision of Thinking Schools, Learning Nation (TSLN) was introduced by the then Prime Minister at the 7th International Conference on Thinking. The aims of Thinking Schools, Learning Nation were to develop critical and creative thinking, instil lifelong learning passion, and promote nationalistic commitment in the young. To support the TSLN vision several initiatives were implemented to promote thinking skills, National Education, and information technology in schools.Sequentially, to enable schools to implement these new initiatives another thrust called Teach Less, Learn More (TLLM) was introduced by the Ministry of Education. This paradoxical phrase is a call to teachers to be less dependent on the use of rote learning and to move away from teaching for tests and examinations. Instead, they are to engage their students with more studentcentered pedagogies to prepare them for the challenges of the 21st century. The focus of Teach Less, Learn More was on the transformation of teaching pedagogies in order to promote more active learning on the part of the learners. To support all these new thrusts and initiatives, the curriculum review committee boldly recommended a content reduction in all subjects thereby freeing up more curriculum time for more studentcentered pedagogies in the classrooms.Against this background, geographical education in Singapore has undergone critical transformations to be responsive and relevant to the needs of the changing educational scene inSingapore since the turn of the century. This paper will critically discuss the changes in terms of geographical content, pedagogy and assessments and also highlight the challenges in geographical education in Singapore as a result of these changes.