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 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 淺談地理課程設計(國立臺灣師範大學, 1988-04-01) 歐陽鍾玲Item 「臺灣『易』學史」考述初探(國立臺灣師範大學國文學系, 2003-06-01) 賴貴三本文為筆者執行國科會九十一年度專題研究計畫：「臺灣《易》學史」(計畫編號：NSC91-2411-H-003-029，執行期限：2002.8.1-2003.7.31)的初步研究成果架構，擬具體而微的簡介臺灣《易》學發展史上的重要面向，並在既有的研究基礎上，更進一步探討臺灣《易》學發展史上的實質義涵。在歷史分期上，大致依臺灣三政治演進階段，分為七時期：荷蘭時期(1624-1662)，明鄭時期(1662-1683)，清領時期(1683-1895)，日據時期(1895-1945)，國府時期第三階段(1987-2003)。而在研探主題《易》學人物、《易》學文獻(包含：目錄、專書、期刊等)、《易》學論文(包含：期刊、會議及學位論文)、《易》學組織、《易》學會議(包含：國內、海峽兩岸及國際交流)及《易》學計畫等。期望透過筆者及研究助理的努力，本文能夠初步建構出臺灣《易》學史的基本整體框架。Item 我國國中地理課程設計的運作模式和內容選擇原則(地理學系, 1990-03-??) 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 ChiItem 大學英文課程設計(下)(國立台灣師範大學英語學系, 1990-10-??) 郭志華; 洪錦蓮; 張台生; 張玉蓮Item 大學英文課程設計(上)(國立台灣師範大學英語學系, 1990-07-??) 郭志華; 洪錦蓮; 張台生; 張玉蓮Item 國中英語及高中英文課程內容銜接問題之探討(國立台灣師範大學英語學系, 1979-06-??) 陳秀慧Item 大一英文及其後繼課程之設計(國立台灣師範大學英語學系, 1990-01-??) 吳又熙; 謝燕隆Item 再談大學英文課程(國立台灣師範大學英語學系, 1995-01-??) 忻愛莉Kumaravadivelu (1994) introduces the term 'postmethod condition' in which TESOL teachers are expected to devise their own classroom techniques under the instruction of some theoretical principles, the 'macrostrategies', in-stead of just following the procedures of some pre-set method. My article attempts to find justification for this new proposal drawing from the resources of present TESOL practices and theories. Also, the implication of the postmethod condition for the English teaching reform movement in Taiwan is discussed.Item 十二年國教英語科課程的展望(國立台灣師範大學英語學系, 1990-10-??) 劉雪貞