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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Item Fostering Online Professional Development Between EFL Preservice and Inservice Teachers: Affordances and Challenges(英語學系, 2014-06-??) Mei-Hui Liu, Robert C. KleinsasserThis study explored affordances and challenges when fostering online professional development between English as a foreign language (EFL) preservice and inservice teachers. Seventeen EFL preserviceand six EFL inservice teachers at different schools were involved in a web-based asynchronous discussion board that promoted knowledge construction and professional growth. Multiple data sources from this10-month investigation revealed the potential of enhancing knowledge construction between individuals at the cross-tiers as they increasingly engaged with this online professional learning community. Thepreservice teachers gradually explored teaching issues and the inservice teachers became devoted to integrating the information being shared. Most teachers reported that they experienced collaborativeinteraction, reflective practice, and emotional support that impacted upon their instructional ideas and/or practice; despite limitations regarding deeper levels of knowledge construction. Several concernsor difficulties seemed to hamper some teachers from frequently joining the community. This cross-tier partnership offered insights and understanding for EFL teachers about their professional growth andhow they dealt with pedagogical implications and issues.Item Fostering Online Professional Development Between EFL Preservice and Inservice Teachers: Affordances and Challenges(英語學系, 2014-07-??) Mei-Hui Liu, Robert C. KleinsasserThis study explored affordances and challenges when fostering online professional development between English as a foreign language (EFL) preservice and inservice teachers. Seventeen EFL preserviceand six EFL inservice teachers at different schools were involved in a web-based asynchronous discussion board that promoted knowledge construction and professional growth. Multiple data sources from this10-month investigation revealed the potential of enhancing knowledge construction between individuals at the cross-tiers as they increasingly engaged with this online professional learning community. Thepreservice teachers gradually explored teaching issues and the inservice teachers became devoted to integrating the information being shared. Most teachers reported that they experienced collaborativeinteraction, reflective practice, and emotional support that impacted upon their instructional ideas and/or practice; despite limitations regarding deeper levels of knowledge construction. Several concernsor difficulties seemed to hamper some teachers from frequently joining the community. This cross-tier partnership offered insights and understanding for EFL teachers about their professional growth andhow they dealt with pedagogical implications and issues.Item EFL Teachers' Perceptions and Practices Regarding the Implementation of Remedial Instruction for Underachievers(國立台灣師範大學英語學系, 2007-04-??) 許月貴; 陳映秀程度差異現象以及學習低成就學生所衍生的教學相關問題普遍存在於國中小英語教室中，因此，針對學習低成就學生實施補救教學，以保障其學習權益並提升教育均等的機會，已成為教育改革的重要方向之一。本研究以台北市國民中小學英語教師為研究對象進行問卷調查及抽樣訪談，期瞭解教師對於英語學習低成就學生補救教學的看法及實施現況，同時針對教師所面臨的教學困境及所需支援，提出改進補救教學的建議。有效回收問卷共計239份。本研究結果如下：一、教師普遍肯定英語學習低成就學生補救教學的重要性，並有高度實施意願，同時認為應加強教師對於英語學習低成就學生實施補救教學的相關知能；二、有效課堂補救教學策略包含「同儕學習」及「小組合作學習」，教師對學生的正面鼓勵亦有助於改善學生學習態度；三、教師所需支援包含：減輕教師負擔、結合家長及社區資源、提供適合英語學習低成就學生的學習教材。本文最後並提出提升英語學習低成就學生補救教學效能的相關建議。