114 學年度第 2 學期英語學系蔡佩樺教師讀寫教學課程大綱

課程簡介 Course Introduction
開課年度學期 Year / Term	114 學年度第 2 學期
開課班級 Department	英語學系英語三 Department of English
授課方式 Instructional Method	課堂教學、中文
課程電腦代號 Course Reference Number	127051
課程名稱(中文) Course Title(Chinese)	讀寫教學
課程名稱(英文) Course Title(English)	Teaching of Reading and Writing
學分數/時數 Credit Hours	3 / 3
必(選)修 Required / Elective Course	選修 Elective
授課老師 Instructor	蔡佩樺
助教 Teaching Assistant
上課時間 Meeting Time	星期四，節次8 Thu, Period 8、9、A
上課教室 Classroom	J209
Office Hours

獲獎及補助情形 Awards and Grants

聯合國永續發展目標 (SDGs跨域類別) Sustainable Development Goals, SDGs

SDGs 04.

優質教育：確保有教無類、公平以及高品質的教育，及提倡終身學習
Quality Education：Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

課程目標 Learning Objectives

This course aims to cultivate English teachers with "theoretical foundation" and "practical transformation ability", so that they can design literacy-oriented literacy courses with scaffolding support for learners of different levels.
1.Theoretical Foundation: Master core English literacy development theories and cognitive mechanisms to cultivate a professional lens for precisely analyzing learners’ reading and writing behaviors.
2.Pedagogical Transformation: Develop the capacity to curate authentic materials and design diverse instructional scaffolds (e.g., OREO, RAFT) to implement integrated literacy curricula characterized by both academic rigor and assessment reliability.
3.Innovative Practice: Critically integrate AI digital tools and differentiated instruction strategies to continuously optimize pedagogical effectiveness in response to the demands of the digital age through reflective practice and micro-teaching.

先修 ( 前置 ) 課程 Prerequisite

Students enrolling in the "Instructional Design for English Reading and Writing" course should possess the following prerequisite knowledge or have completed the relevant coursework:
1.Foundational Knowledge in Linguistics: A solid understanding of basic morphology, syntactic structures, and sound-symbol correspondences is required to facilitate effective text analysis and vocabulary instruction.
2.Mastery of Core ELT Theories: Completion of "Introduction to TESOL" or "Second Language Acquisition" is expected, with familiarity in concepts such as Comprehensible Input and Communicative Language Teaching (CLT).
3.Understanding of Cognitive and Developmental Psychology: An initial grasp of cognitive development and learning motivation theories across different age groups is necessary for designing age-appropriate tasks.
4.Upper-Intermediate English Proficiency: A minimum English level of CEFR B2 is recommended to fluently engage with academic texts and compose grammatically accurate lesson plans in English.
5.Basic Awareness of Text Adaptation: The ability to identify the difficulty levels of various texts and a preliminary understanding of how to modify authentic materials to suit learners' proficiency levels.
6.Proficiency in Digital Tool Operations: Basic computer literacy and word processing skills are required, along with a willingness to integrate digital resources and AI tools into instructional designs.

彈性教學規劃 Flexible Teaching/Planning Schedules

課程大綱 Course Syllabus
週次 Week	課程單元大綱 Unit	教學方式 Instructional Method/Style/Teaching Style	參考資料或相關作業 References or Related Materials	評量方式 Grading
1	Introduction and Literacy	Lectures/Group discussions/ hands-on	The Definition of 21st Century Literacy	Class Participation/Implementation Content
2	Reading: Theoretical Foundations	Lectures/Group Discussions/ Hands-On	The Culture of Tea in Different Countries	Class Participation/Implementation Content
3	Vocabulary and Fluency	Lectures/Group Discussions/ Hands-On	The Mystery of the Bermuda Triangle	Class Participation/Implementation Content
4	Reading: Scaffolding	Lectures/Group Discussions/ Hands-On	How the Olympic Games Began	Class Participation/Implementation Content
5	Reading: Critical Thinking	Lectures/Group Discussions/ Hands-On	The Lady, or the Tiger? (Short Story)	Class Participation/Implementation Content
6	Teaching for Stylistic Reading	Lectures/Group Discussions/ Hands-On	Comparison: Print Books vs. E-books	Class Participation/Implementation Content
7	Writing: Theory	Lectures/Group Discussions/ Hands-On	(Teacher's Sample: Childhood Memory)	Class Participation/Implementation Content
8	Writing Pre-ideas/ Conception	Lectures/Group Discussions/ Hands-On	The Pros and Cons of Working from Home	Class Participation/Implementation Content
9	Midterm	(Midterm Exam)		評量重點：讀寫理論與簡答教案設計
10	Presentation	Oral Presentation	(Student Choice Reading Texts)	(學生需標註自選文本之出處與網址)
11	Essay Writing	Lectures/Group Discussions/ Hands-On	Should AI Tools Be Allowed in Class?	Class Participation/Implementation Content
12	讀寫整合教學		Global Warming & Greenhouse Effect	Class Participation/Implementation Content
13	Differentiated Teaching	Lectures/Group Discussions/ Hands-On	The Tortoise and the Hare (Graded)	Class Participation/Implementation Content
14	Assessment and Feedback	Lectures/Group Discussions/ Hands-On	Cambridge Writing Samples (B1/B2)	Class Participation/Implementation Content
15	AI-assisted Instructions	Lectures/Group Discussions/ Hands-On	AI vs. Human Writing Comparison	Class Participation/Implementation Content
16	Final Presentation (I)	(Final Demo: Integrated Lesson)	(Final Demo: Integrated Lesson)	(微型教學與同儕評分)
17	Final Presentation (II)	(Final Demo: Integrated Lesson)	(Final Demo: Integrated Lesson)	(微型教學與同儕評分)
18	Final Exam	(Final Portfolio)		評量重點：完整單元教案與反思報告

單一課程對應校能力指標程度 The Degree to Which Single Course Corresponds to School Competence
編號 No.	校核心能力 School Core Competencies	符合程度 Degree of conformity
1	公民力 (Citizen)	4
2	自學力 (Self-learning)	4
3	資訊力 (Information)	4
4	創造力 (Creativity)	4
5	溝通力 (Communication)	4
6	就業力(Employability)	4

單一課程對應系能力指標程度 The Degree to Which Single Course Corresponds to Department Competence
編號 No.	類別 Category	系核心能力 Department Core Competencies	符合程度 Degree of conformity
01	系所	能以中英文聽、說、讀、寫，以符合就業及升學之所需。	5
02	系所	基本職場英華語口、筆譯能力。	4
03	系所	對應時代需求，跨域研究之學術能力。	3
04	系所	應用中英文及跨域知能，進入職場就業的能力。	4
05	系所	國際移動跨文化溝通的能力。	4

單一課程對應院能力指標程度 The Degree to Which Single Course Corresponds to College Competence
編號 No.	院核心能力 College Core Competencies	符合程度 Degree of conformity
1	雙語能力	5
2	跨域能力	4
3	解決問題與研究能力	3

教科書或參考用書 Textbooks or Reference Books

館藏書名 Library Books

Teaching ESL/EFL reading and writing

備註 Remarks

書名：Teaching ESL/EFL Reading and Writing
作者：I. S. P. Nation（Paul Nation）
出版年份: 2009年
出版社：Routledge（隸屬於 Taylor & Francis Group）
系列：ESL & Applied Linguistics Professional Series

[A] 官方組織： Battelle for Kids (formerly P21). "Framework for 21st Century Learning Definitions." • [B] 知識型媒體： National Geographic Kids. "Culture and Traditions: Tea Time." • [C] 閱讀教學平台： ReadWorks.org / Newsela. "The Mystery of the Bermuda Triangle" (可根據 Lexile 藍思分級調整)。 • [D] 教育頻道： BBC Bitesize / History.com. "The Ancient Olympics: How it all started." • [E] 經典短篇小說： Stockton, Frank R. (1882). "The Lady, or the Tiger?" (Public Domain). • [F] 英語教學新聞： Breaking News English. "E-books vs. Printed Books: Which is better?" (由 Sean Banville 維護的知名教學網站)。 • [G] 教學手冊： Common Core State Standards Initiative. "Appendix C: Samples of Student Writing." • [H] 時事分析： BBC Learning English / The New York Times - Learning Network. "The Remote Work Debate." [I] 改編文本： Adapted from Scholastic Scope or The New York Times Upfront (專門為青少年設計的辯論型文本)。 • [J] 科學教育： NASA Climate Kids. "What is Global Warming?" / National Geographic Education. • [K] 分級讀本： Oxford Bookworms / Pearson English Readers. "Aesop's Fables: The Tortoise and the Hare" (Level 1-3). • [L] 檢定官網： Cambridge Assessment English. "B1 Preliminary/B2 First Handbook for Teachers: Writing Sample Scripts." • [M] AI 實驗樣本： OpenAI ChatGPT (生成文本) 與 The New Yorker 或 The Atlantic (人類寫作範例) 的對比。

※請尊重智慧財產權，不得非法影印教科書※

※ Please respect intellectual property rights and do not illegally photocopy textbooks. ※

教學方法 Teaching Method
教學方法 Teaching Method	百分比 Percentage
總和 Total	0 %

成績評量方式 Grading
評量方式 Grading	百分比 Percentage
平時分數60%: 出席(attendance)10%/上課參與(class participation)10%/實作或作業(practice/assignment)20%/上台報告(presentation)20%	60 %
期中考/筆試(written test)	20 %
期末考/教學檔案(final portfolio)	20 %
總和 Total	100 %

成績評量方式補充說明

考試週設計說明(Assessment Guidelines)
第 09 週：期中考試 (Midterm Exam)
形式：閉卷筆試 (In-class Written Exam)。
內容：
1.理論應用：給予一段學生閱讀時遇到的困難，請用「圖式理論 (Schema Theory)」解釋並提出補救活動。
2.即時設計：提供一段短文，要求學生在 30 分鐘內畫出一個適合該文本的「概念圖 (Graphic Organizer)」。 3.名詞解釋：如Scaffolding, Top-down Processing, Process Writing。
第18 週：期末評量 (Final Assessment)
形式：教學檔案 (Teaching Portfolio) 提交與個人反思。
內容：
1.完整教案：包含文本選擇、OREO 或 RAFT 寫作設計、以及差異化教學策略。
2.評量量表(Rubrics)：學生必須針對其教案設計出一份 4-5 維度的寫作評分表。
3.科技整合報告：說明如何在教案中有效利用 AI 或數位資源（如 NASA 網站）。
4.自我反思：根據第16-17週教學演示收到的回饋，撰寫 500 字的改進計畫(第4部份內容中英文皆可)。

•內容：
1.完整教案：包含文本選擇、OREO或RAFT寫作設計、以及差異化教學策略。
2.評量量表(Rubrics)：學生必須針對其教案設計出一份4-5維度的寫作評分表。
3.科技整合報告：說明如何在教案中有效利用 AI 或數位資源(如NASA網站）。
4.自我反思：根據第16-17週教學演示收到的回饋，撰寫 500 字的改進計畫。

課程大綱補充資料 Supplementary Material of Course Syllabus