文學院
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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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Item 全球資訊網在國中地理科教學上應用之研究(國立臺灣師範大學地理學系, 1999-11-01) 周學政; 王宜珍; 黃士訪The rapid development of the World Wide Web has provided great opportunities for geog-raphy teachers to improve their teaching. In this research, three geography teachers using both traditional and web aided methods to teach first year junior high school students. The experi-mental classes were very positive to the web teaching method. Geography teachers who attend-ed a demonstration teaching session also showed great interest in incorporating the Web in their teaching. However, the exam results between students taught by the two methods indicated no significant differences.Item 深化語文根基,拓展學習視野--光復版國中國文教材特色介紹(國文天地雜誌社, 2002-05-01) 李清筠; 周姚萍Item 語法教學記實(國文天地雜誌社, 2003-11-01) 楊如雪Item 主動學習在國中社會學習領域--地理教育的實踐(國立臺灣師範大學地理學系地理學會, 2007-06-01) 林聖欽Item 國中地理科教材精簡後命題取材原則與題型之研究(國立臺灣師範大學地理系學會, 1999-06-01) 施添福; 陳國川; 翁國盈Item 從聯考試題的內容特質談國中地理教學的改善方向(國立臺灣師範大學, 1994-08-01) 陳國川Item 臺灣初(國)中地理教育的回顧(國立高雄師範大學地理學系, 2003-06-01) 陳國川Item 我國國中地理課程設計的運作模式和內容選擇原則(國立臺灣師範大學地理學系, 1990-03-01) 陳國川This paper is written in an attempt to construct an operational model for planning the junior middle school's geography curriculum, as well as to suggest some selecting principles of curriculum contents which are applicable to China. In the aspect of construction of the operational model, the first step is to review the latent contents of objectives and process model which are developed by educationalist. In the second step, we discuss some geography curriculum models which are constructed by scholars of geographical education in China and abroad. Finally, base on the results of the review and discussion above, we then construct an operational model for planning the junior middle school's geography curriculum. There are some characteristics in this operational model. First, it is a combination of merits of objectives and process model; second, it has looked after both some outcomes of geographical studies and developing orientation of geographical education; third, it has integrated western educational ideas and traditional features of Chinese culture and society. In the other aspect of selecting principles of curriculum contents, we first induct some selecting principles of contents of general curriculum and social disciplines; then, we analyze four types of geographical knowledge and two syllabuses of textbooks which are used in elementary and secondary schools in U.S.A.; third, we review the essential spirit of Chinese junior middle school's geography education objectives; finally, relied on the results of induction, analysis and review, we then suggest some selecting principles of the curriculum contents of Chinese junior middle school's geography. Those principles are: 1. it must accord with those selecting principles of general curriculum and social disciplines;2. the subjectives of curriculum contents of the junior middle school's geography must be the way of life of inhabitants who live in the important regions of China, or live in the important countries of the world; 3. when it describes the way of life, it must introduce some geographical concepts, generalization or theories, as well as some geographical skills and methods which are helpfull to understand those concepts, generalization or theories.Item 高中高職聯考地理科試題的品質及其對國中地理教學正常化的影響(國立臺灣師範大學地理學系, 1993-06-01) 陳國川; 翁國盈This study is based on the viewpoint of practice. It is the attempt to evaluate the influ-ence of geography questions in the joint entrance examinations of senior high schools and voca負ional schools on geography teaching normalization of junior high schools. The approach includes (1). evaluating the quality of geography questions in several categories of joint entrance examinations 1992;(2) analysing the content validity and structural form of geography questions in the stage examinations of junior high schools 1991;(3) investigating the geography teaching situation in junior high schools. The result reveals as the following: 1. The quality of geography questions in the joint entrance examinations of public senior high schools and vocational schools has been improved a lot through endeavour for more than 10 years. But the content validity and structural form of geography questions in the joint entrance examinations of junior colleges still need a further improvement. 2. The content validity and structural form of geography questions in the stage examina負ions of junior high schools are not so good as we expect. It reflects that the content and direction of geography teaching in junior high schools still have some problems. 3. Certainly the content and quality of geography questions in the joint entrance examina負ions affect the teaching direction in junior high schools. But apparent improvement of geogra計hy questions has only been done in the joint entrance examinations of public senior high schools and vocational schools, the effect of guiding a normal teaching is not obvious yet. 4. The reasons that the effect of guiding a teaching normalization is not satisfactory are (1) the quality of geography questions in the jojnt entrance examinations of junior colleges is not improved simultaneously; (2) the authorities of educational administration and geography teach苟rs in junior high schools do not comprehend completely that the evaluation and teaching are indivisable parts in a whole teaching process. Evaluation belongs to evaluation, and teaching belongs to teaching, consequently both of teachers and learners will not focus their concentra-tion on the proper objectives and points of emphasis.Item 國中本國區域地理的整合式教學(國立臺灣師範大學, 1988-06-01) 陳國川; 姚翰玲本文的主要目的，是評估「整合教學模式」在本國區域地理教學上的有效性。整合教學模式是一種同時整合教學目標、教學活動和教學評量等教學過程，以及同時整合認知、技能和情意目標等學習領域的教學法。其基本精神是：教學目標以地理課程目標和地理教材為設計的基礎；教學活動以學生為中心，且貫穿認知和情意二個領域；教學評量以教學目標和教學活動為設計的依據。評估的結果顯示，整合教學模式不僅增加了學生學習區域地理的興趣和意願，同時也有助於認知、技能和情意等教學目標的達成。另一方面，評估的結果亦發現，以整合教學模式從事區域地理教學，其教學過程的一貫性，卻常受偶發的校內或校外課外活動的干擾。