第五届全国英语专业院长/系主任高级论坛 2011.4.22
FROM TEACHING EFFECTIVENESS TO
LEARNING OUTCOMES: FJU ENGLISH
DEPARTMENT'S EFFORTS IN CURRICULUM
RENOVATION AND INNOVATIVE TEACHING
由教到學︰
輔大英文系之課程改革與創意教學
Kate Chiwen Liu 劉紀雯
Kate Liu<034702@mail.fju.edu.tw>
English Department, FJU
OUTLINE
“English” as a Discipline 英語專業 vs. 複合型人才
 Background: FJU ENG 輔大英文系 A Continuing
Story of Self-Definition
 Issue (1): Curriculum Revision;
-- A Proposal and a Dream英語專業、跨學科與產學
合作
 Issue (2): Construction Learning Outcomes 建構學習
成果
 Introduction to Literature 以文學概論為例

 Conclusion
BACKGROUND(1): ENGLISH AS A DISCIPLINE

“English” department is defined differently in different
areas.


English department in Taiwan=
 外／英文系 English literature + Linguistics + TEFL/TESL
 應用外/英語系 Applied English (Journalism,
Translation/Interpretation, International Trade, Tourism)
“English”—
More a tool for students than an academic subject
 Why not a solid base of humanities education?


college education
professional training and/or holistic education?專業vs.通識/全人
 How do department strike a balance between professionalism
and support students’ development of multiple specialties? (複
合型人才)

FJU-ENG’S BREADTH-DEPTH & SCHOOLWORK CHARACTERISTICS學職契連與精博
特徵--
School-Work
indirect

Literature,
Culture &
Language
Studies

Language
學職契連︰較間接契連﹙王 6）
精博特徵︰博雅
-- 以人文素養與知識為基礎，
-- 訓練英語能力﹙可廣泛適用）
Prof.
Training
-- 職場專業訓練？
TEFL
Translation
FJU-ENG:
19 credits
註: 適用於九十九級學生
製表日期:九十九年八月十日
FJU-ENG’S BREADTH-DEPTH & SCHOOLWORK CHARACTERISTICS 精博特徵與學職契
連 (2)

學職契連︰ School-Work Connection More Direct?
在當前知識高度發展下，知識間的關係在本質上會具
有網絡（nominal network）般的關連，而不會是完
全徑渭分明的。因此，學職間的契連性不應是二分的
，而或應是
偏連續性的分佈於「直接—間接」光譜上。 ﹙王 6）
Literature,
Culture &
Language
Studies as basis
Prof.
Training
ENGLISH AS PROFESSION, FOUNDATION & TOOL


“English” as a foundation and a tool for all
“English Studies” as a profession for only a few
Eng as a
Tool
Liberal
Arts
工具
Eng
Studies
博雅
研究
Curriculum
& Required
Credits
Self-Definition
1. double major,
2. minor
3. cross-disciplinary
certificate program
U.
U of
Tech
ISSUE (1) –DEPT SELF-DEFINITION
a.
b.
c.
Dept. required credits (54-91)
Defining Department Education
and Image
Curriculum Structure
DEPARTMENT CHARACTERISTICS:
PROFESSIONAL KNOWLEDGE AND

PROFESSIONAL SKILLS
FJU
Chinese
English
BA
高階英語表達能力
1. Advanced English Expression Abilities
專業
文學文化與歷史理解 2. Literary, Cultural and Historical
知識
力
Comprehension
溝通與語言教導
3. Communication and Language
Instruction (with background knowledge
of general linguistics and applied
linguistics)
BA
專業 1.問題分析與解決行為
1.Problem
能力
2.分析能力
3.創新行為
4.研究能力
5.人際溝通行為
6.團隊合作行為
Solving Skills
2.Analytical Skills
3.Innovative Thinking Skills
4.Communication Skills
5.Teamwork Skills
6.Research Skills --CC courses
MORE ATTEMPTS AT SELF-DEFINITION
Dept Breadth-Depth & School-Work Characteristics
精博特徵與學職契連 學系特徵測量
 Learning Map
 Website, Slogan, Flyer, Promotion Video…

BACKGROUND(2):
FJU ENG
Creative, Critical, Cross-Cultural and
Productive
Please see
promotion video
All-English
Instruction
• and well-coordinated language training
(作文會話 CCI-CCIII)
Well-Designed
Courses
• interactive,
• cooperative learning
• presentation and
• multimedia resources
Theatrical
Performances
• Role play
• Theatrical Performances
• Singing and Dancing
Teachers’
Contributions
ENGLISH AS A PROFESSION:
MAIN ISSUES (2)
學以致用或學非所用？
「學非所用」的創意人才(詹)？
How do we/our students “use” knowledge in
different contexts?

learning outcomes in & beyond the
classroom
ENGLISH AS A PROFESSION: MAIN ISSUES (2)
T’s
Professional
Knowledge
S’s
Learning
Contexts
1. Cognitive Flexibility: How do we restructure our
professional knowledge to make it related to students’
learning contexts?
2. Learning Outcome: how do we construct and assess ST
learning outcomes?
(1) CURRICULUM REVISION IN
SCHOOL YEAR 99: ADVANCED
ELECTIVES (專業選修)
DEPARTMENT CURRICULUM 2010 SCHOOL YEAR –
ADVANCED ELECTIVES 3) 其他: OTHERS
資訊
翻譯
戲劇
新聞
•電腦應
用
•英中翻
譯
•口譯概
論
•逐步口
譯
•舞台藝
術：表
演技巧
•舞台藝
術：導
演技巧
•年度大
戲
•新聞採
訪與寫
作
SCHOOL YEAR 2010 FALL SURVEY RESULT
序號
1
題目
選項
education
publication & cultural industry
translation & creative writing
entertainment & mass communication
The possible
direction(s) for information science
my career is(are) finance and international trade
[plural choice]
advertising and public relations
tourism
diplomacy & government
others (please explain below)
Need of Professional
Training & BusinessRelated Courses
Survey
responses
勾選人次／填寫人次
90/167
75/167
99/167
81/167
11/167
62/167
64/167
61/167
56/167
15/167
CURRICULUM REVISION
IN SCHOOL YEAR 2010
1)
Re-Naming “Others” as “Professional Training,”
and increasing both its kinds and credit number
2) Reducing both the required credits of literature
and language studies (21  15 credits), and the
number of courses offered in these two
categories, while creating MA/BA course type
(courses cross-listed in both MA and BA
programs) to support advanced learning.
SCHOOL YEAR 2010 2011
ENGLISH DEPARTMENT CURRICULUM
學年
校必
系必
Sch. Req. Dept. Req.
系必選
系選
Dept. E
校選
TOTAL
99
32
47
4
21
24 (w/
Chinese)
128
100
32
43
8 (w/
Chinese)
31
14
128
Changes in School Year 2009 & 2010 :
1) 2010/4/29: 10-credit electives (1/10 total credit) w/ dept.
2) 2010/10/27: “Others”  “Professional Training”
3) 2010/12/22: 21 credits -- Lit and Lan categories; 10 credits
“Others/PT”  3 categories; 3 credit min. (each) of lan. and lit
courses.
4) 2010/3/23: Language and Lit. Studies together at least 15 credits
ADVANCED ELECTIVES:
PROFESSIONAL TRAINING CREDITS INCREASED
25
100 BA Elective Formula
(per semester):
Chinese 2 + Lit 9 + Lan 9 +
PT 18
20
15
Lit
Lan
10
Prof. Training
Lit = survey course(s) + 2
electives + MA/BA courses
5
0
99-1
文學與 語言研究 專業
99-2
100-1
100-2
總數
文化
課程
訓練
99-1 學期
14
11
14
39
99-2 學期
14
9
17
40
100-1 學期
13
8
19
40
100-2 學期
11
9
20
40
99 curriculum
100 curriculum
PROFESSIONAL TRAINING
School Year 99
跨文化溝通 5/0
 口、筆譯 Translation
6/6;
 電腦應用 0/2
 表演藝術 Performing
Arts 3/6
 學術英語 EAP 0/3

School Year 100
跨文化溝通 3/2
 口、筆譯 4/4
 表演藝術: 3/3
 電腦應用 2/0
 學術英語 : 2/2
 商務英語﹙觀光、織品、財
經、商務報告議題﹚: 2/7
 畢業專題 3/2

英文系課程結構(100年入學學生畢業學分)
學習
脈絡
通識
基礎
語言
基礎
課程範疇
校必修
校選修
系必－
語言
教授內容
通識﹙人文與藝術、
自然與科技、社會科學﹚
英語聽說讀寫
文學文 系必－
文學導讀、中文文學、西方文明史等
化與語 文學與文化
言研究 系必－語言研究
語言學
基礎
 文學史、主題、作家、方法論、電影
專 系進階選修－文學與文化、
業 語言研究
歌曲、都市文化
 英語教學法、社會語言學、多媒體英
訓
練
語教學等
系專業語言
新聞英語、商務英語、翻譯
系專業訓練
跨文化溝通、口、筆譯、表演藝術、電
腦應用、學術英語、商務英語、畢業專題
就業或深造
學分
數
32
14
22
19
6
15
4
16
128
英文系課程結構(100年入學學生畢業學分)
英文系課程結構(100年入學學生畢業學分)

系專業訓練
Professional
Development
系專業語言
系進階選修－文學、語言研究
Foundation
系基礎－語言研究
系基礎－文學與文化
系基礎－語言能力
校選修
校必修
0
5
10
15
20
25
30
35
樣樣通、樣樣鬆？
MORE STRUCTURE &
SPECIALIST SUPPORT?
A Proposal and a Dream
A PROPOSAL AND A DREAM
Setting a Route for PT Courses: Textile, Fashion
Design, Web Development, Tourism…
[MOE 新興人才培育先導型計畫]
 Course module: Cross-Cultural Communication
and Creative Marketing

From [Practical Knowledge], to
 [Skill Development] to
 [Graduation Project Production and Cross-Cultural
Communication]


Cross-Disciplinary, Academia and Industry
Cooperation.
ISSUE (2): CONSTRUCTING
LEARNING OUTCOMES 建構學習
成果
何謂學生學習成效（STUDENT LEARNING OUTCOMES）?
Learning outcome ≠ GPA
 ‘A “student learning outcome,” …, is properly
defined in terms of the particular levels of
knowledge, skills and abilities that a student has
attained at the end (or as a result) of his or her
engagement in a particular set of collegiate
experiences” (CHEA report 1).

學習成效面向多樣化，學生經過積極參與授課過程的
經驗裡，在課程結束後所累積的專業知識、技術、與行
為。(黃)
29

銘傳大學學習成效與評量關係
FROM CURRICULUM DESIGN TO
TEACHING & LEARNING
Course Design
"Assessment Task to Promote Learning“ (p. 3)
A SHIFT IN THE PARADIGM
From
teaching strategies and teaching
material production
motivation
abilities
To
social
relevance
student learning outcomes
(their construction and assessment)
INTRODUCTION TO LITERATURE
本課旨在以生動活潑方式教授英文文學三大文類的形式基
本要素與分析方式，俾使同學對文學產生興趣，懂得如何
著手分析文學作品，並思考文學作品與自己和自己的社會
的關係。
 This course selects interesting English poems, short
stories (and a novel next semester) and plays for us to
read and

·-- appreciate how literary texts convey their meanings to
us through both form and content;
 -- understand different literary genres, their conventions
and components,
 ·-- analyze different parts of a text and how they are
connected to its overall meaning; and, most importantly,
 -- relate the knowledge and experience we have in reading
English literature to our understanding of ourselves and
our society.

INTEREST, ANALYSIS AND APPROPRIATION
Does literature have to be analyzed closely?
 Analysis is as important as Interest, and
Appropriation; they are all integral parts of the
hermeneutical circle: understanding analysis
 appropriation (broadening of ST horizons).

Interest by choosing relevant themes: e.g. love,
family relations, modern world, etc.
 Analysis: through lectures and discussions
 Appropriation: e.g. Play Contest and Teach and
Learn Workstation

PLAY CONTEST: PYGMALION
To actualize a
play…
 To turn a
story into a
play

TEACH AND LEARN WORKSTATION
To interest with
multimedia materials and
games
 To analyze and produce
test questions.


CONCLUSION: TWO KINDS OF
CIRCLES
CURRICULUM IMPROVEMENT IN THREE
CONCENTRIC CIRCLES
Course: Actualization
of Teaching Objectives
and Learning Outcome
Department: SelfDefinitions
MOE & The School:
tone-setting
TEACHING AND LEARNING
Knowledge re-organized in the progressive-circular
development of teaching and learning:
 Learning to teach: in an academic community
with its rules and agreements
 Teaching to learn (教學中學習）︰
 ST learning difficulties
 Learning contexts, and
 The radically changing world.
WORK CITED
王思峰，黃思聞． 〈由學系類型學到學系特徵測量
：精博與學職契連特徵〉．投稿中．
 CHEA Special Report: Accreditation and Accountability.
2006.
http://www.chea.org/pdf/Accreditation_and_Accountabil
ity.pdf. 2011/4/18.
 Spiller, Dorothy. "Assessment Task to Promote
Learning.“ 2010. U. of Waikato.
<http://www.waikato.ac.nz/tdu/pdf/booklets/6_Assessme
ntFeedback.pdf>.
