SHU Sep. 9, 2013. Activating Learning Morale Through Diverse Dynamic Interaction 啟發大學生學習熱忱的多元互動性策略. 李振清 世新大學英語系退休教授 [email protected] http://cc.shu.edu.tw/~cte/gallery/ccli/. 高教海嘯危機中 洪蘭教授引發的大學教學策略與品質提升思維. Nov. 12, 2009. 大學教師的使命與挑戰：傳道、授業、解惑. 洪蘭教授的感嘆. 認真教學的挑戰.
Nov. 12, 2009
Priority of Teaching Excellence and Academic Research: ENGLISH
President Drew Faust
spoke to new faculty
備課的有趣方法與永續教材建檔策略: e-Filing & Portfolio
1st Presidential Debate: John F. Kennedy – Richard M. Nixon, July 1960
Mr. Obama picked up right where he had left off in last week’s debate, going on the offensive from the start .
President Obama and Mitt Romney engaged in a contentious exchange over America's place in the world.
Wrapping up a series of defining debates with a bristling exchange over America’s place in the world: from geopolitical” rival to national security
Students gathered for the debate at American University in Washington.
With the end of the debates, Mr. Obama and Mr. Romney will embark on a two-week sprint to Election Day.
Should the Bakery Master Wu Bao-chun( week’s debate, going on the offensive from the start .吳寶春) be exceptionally admitted to the EMBA Program?
Affirmative: Wu Bao-chun (吳寶春) should be
exceptionally admitted to the EMBA
Negative: Wu Bao-chun (吳寶春) should not be
exceptionally admitted to the EMBA
Reading week’s debate, going on the offensive from the start . for background knowledge.
Speaking with confidence.
Using body language properly.
Confidence comes from background
knowledge and constant practice.
Public Speaking and Debate in Action: argumentative reading, speaking and writing practices with critical thinking
Debate in action (April 10, 2013)
Listen critically, and take note carefully.
Think on your feet. (Apr. 9, 2013)
潛能開發與信心建構 week’s debate, going on the offensive from the start .: Essential
學生參與教學活動 Class participation:
http://www.youtube.com/watch?v=V4bM9geY0do week’s debate, going on the offensive from the start .
Reading and discussion week’s debate, going on the offensive from the start .
Discussion and writing
Group Dynamics in Action
Polishing the group writing
Further discussion for presentation
RHETORIC: Interactive learning of English Reading, Writing, Speaking and Listening with native speakers of English
動態互動教學、學以致用、國際交流 Speaking and Listening with native speakers of EnglishActivating learning morale through dynamic interaction in an international setting
RHETORIC (SENIORS 2013): Speaking and Listening with native speakers of EnglishLearning morale is activated through motivation & presentation, leading to future careers.
Prompting students to extend “Academic Writing” based on general writing skills, covering resourceful academic, literary, social and cultural contents. It justifies the function of holistic learning.
“Students should be required to revise (or at least self-edit) their texts after receiving feedback.” (Ferris, 2004. The “Grammar Correction” Debate in L2 Writing)
Third revision after on-line discussion. general writing skills, covering resourceful academic, literary, social and cultural contents. It justifies the function of holistic learning.
The perils of prostitution general writing skills, covering resourceful academic, literary, social and cultural contents. It justifies the function of holistic learning.Saturday, Apr 17, 2010, Page 8
Kudos to the Taipei Times for your article on prostitution (“Sex workers coerced into trade,” April 12, page 2), reversing the popular myth that many young girls voluntarily enter the sex industry merely for money. A study by The Garden of Hope Foundation found that 60 percent of young sex workers are victims of coercion or deceit. The others, who are needy, have no choice but to become prostitutes. Most of them are controlled by large brothel groups. They did not volunteer to be sex workers. As the Taipei City Department of Social Welfare’s Chen Shu-chuan (陳淑娟) said, “Many of the girls are desperate for money, for care, or for love.” During the Victorian era in the UK, some young girls from the working class were sacrificed for the sake of their families to work as prostitutes. For example, Thomas Hardy’s Tess of the d’Urbervilles depicted how a mother intended to sell her daughter to cover living expenses. In the 19th century, girls were used in this way to get money for their needy families. However, in the 21st century, some underage girls are still forced to be sex workers for the sake of financial survival. A NOWnews article on Monday told the story of Fenfen (芬芬), whose father forced her into the sex trade when she was eight. The sad case of this girl is a typical one, characterizing the malfunctioning of our social system. The Garden of Hope study found that some of the young girls are deceived by their parents and friends. Most of these young girls in the sex trade are not in it for easy money. They are in fact victims. As a mother of a six-year-old girl, I read this report with grave concern. This issue relates to social problems and education. What can we do to safeguard these young kids? Love and care are the most treasured elements in the family and in school education. First, teachers should not only take care of students’ studies, but also take their family conditions into account. Second, establishing positive values is parents’ most important responsibility to their children. Third, reinforcing family ethics is indispensable in our modern society. Finally, with love and care, our children may steer clear of being deceived by prostitution syndicates. All women and girls should be treated fairly in terms of the humanistic concept of “gender equality,” a theme which has been globally proclaimed. It is everybody’s responsibility to rebuild a society of compassion and harmony.Irene WangTaipei
Saying No to Bullying general writing skills, covering resourceful academic, literary, social and cultural contents. It justifies the function of holistic learning.
The issue of school bullying has recently attracted a great deal of media attention and been the subject of a seemingly endless number of debates, the consensus being that the situation has grown worse. Not only students, but also teachers can suffer from bullying (“Getting to the root of school bullying,” Dec. 31, page 8). For this reason, the Executive Yuan has established an inter-ministerial platform to address student discipline problems. It is imperative that active measures be taken to nip this in the bud now. How to curb bullying should be everyone’s business.
As to causes, we should understand that there is no one reason that young students misbehave. The main cause is that morality and ethics are largely ignored by an education system that is entirely examination-oriented.
According to news reports, about 10 percent of students have suffered from bullying and about 30 percent choose to ignore it.
As a society this is an issue we must approach with a great deal of care. There are so many students with different personalities and family backgrounds. School teachers perhaps understand them best, whereas school principals and heads of student affairs are likely to only recognize the outstanding and the most mischievous. If a student creates problems, all they can do is ask the homeroom teacher for advice. As such, the relationship between the homeroom teacher and students is very close and can affect the attitude of the whole class. Homeroom teachers have a direct impact on students.
Schools are a place where teachers, students and parents interact, but many parents have convinced themselves that it is the schools that are to blame for children’s behavior. This ignores the fact that students with problems at home are more likely to become troublemakers at school. Given this relationship, homeroom teachers should play the role of communicator between the school, students and parents.
Increasingly easy access to all kinds of information can make it difficult for students to distinguish between right and wrong, and this is one of the reasons behind a discernible change in student attitudes in recent years.
Clearly, bullying at school needs to be deterred, and where that fails, severely punished, For this reason, schools should perhaps teach law-related courses, to ensure students have a grasp of the rule of law and its implications. In the meantime, teenagers need to learn to take responsibility for their actions.
Furthermore, parents and teachers should work more closely together to ensure children are supervised at all times, so than any indication of bullying can be dealt with immediately. Parents must also take their share of the blame for the bullying that plagues our school system.
Friday, Jan. 9, 2011, Page 8
Taiwan’s New Course general writing skills, covering resourceful academic, literary, social and cultural contents. It justifies the function of holistic learning.
I n a discussion and review of former US president Ronald Reagan’s 1981 inaugural address, I have come to realize that the contents have coincided with the development of Taiwan in a holistic and global context, and more specifically, amid the current global upheaval.
In his speech, Reagan pinpointed several thought-provoking issues, such as “economic ills,” “education,” “government,” “unemployment rate” and “heroic dreams.”
These social, economic, political and educational issues are pervasive all over the world today, especially in Taiwan during the current campaign for next month’s presidential election.
A nation’s foundation is its economy, which has a close connection to public infrastructure, retirement benefits, social welfare and health insurance.
Let’s take inventory of Taiwan’s economic situation. The gap between the rich and the poor is widening. The rich are able to buy more than one luxurious house, while poor people have to work very hard to make ends meet. Some people cannot even find jobs to raise their families.
The government should plan social welfare policies without damaging the economy. It can cut unnecessary spending from the budget of its institutions.
For example, the Greater Taichung Council spends NT$9 million (US$296,000) a year for the lunch boxes handed out at council meetings. They should give that money to people who cannot afford a lunch instead of public servants.
Taiwan’s educational problems stem from a system that spoonfeeds students to help them receive the highest possible scores on college and high-school entrance exams. This erodes students’ practical learning and stifles much of their creativity.
Another problem is that many parents are unable to afford tuition. The government should make money available to families who cannot afford tuition. With a good education, students from poor families could obtain higher-paying jobs.
Also, the government should help students who are not interested in learning from textbooks, but who are interested in developing other abilities. For example, students could learn how to be chefs, bakers, designers or hairdressers. Education needs to change its focus from entrance exams, to the development of minds.
Last, but not least, the government should be downsized.
“Our Government has no power except that granted it by the people,” Reagan said in his inaugural address.
The government is composed of an elite group, to whom the public bestows the power to decide national affairs, to make laws and to enhance the welfare for all Taiwanese.
However, the government neglects to hear the voice of the public. Taiwan does not have to spend NT$200 million in one day to celebrate a national holiday; it should spend that money to help disadvantaged families, elderly people who live alone and orphans.
Each presidential candidate should clearly define strategies and policies of how to solve the problems of the nation’s educational system and economic crisis, rather than wasting their efforts on attacking each other. Taiwan needs innovative and visionary leaders to safeguard its future.
No matter which party is elected, it must strive for economic and political reforms. The government should prioritize the public’s welfare and derive the maximum benefit from a limited budget.
If Taiwan wants to change, Taiwanese must act now.
Tuesday, Dec. 20, 2012, Page 8
Challenging and Rewarding 挑戰與收穫
Productive and Inspiring 產出與啟發
Diverse Background Knowledge 多元背景知識
Tuesday, May 26, 2009, Page 8 general writing skills, covering resourceful academic, literary, social and cultural contents. It justifies the function of holistic learning.
Globalizing education The distance between all countries has been shortened by the rapid development of high technology. It has turned the world into a global village. Globalized education enables us to develop competitiveness potential to contend with students from other countries. For example, the exchange students at our universities have drastically changed our learning attitude. Interaction with these exchange students is conducive to cultural exchange and further learning. In addition, we are exposed to different opinions derived from their experiences through discussion in the classroom. On the other hand, we can sponsor different kinds of academic discussion and invite reputable academics to share their experiences in developing professional knowledge and academic research with us. By doing so, we can learn more and better on campus. Furthermore, globalized education enables us to change our attitudes toward our studies. Taiwanese students tend to be more passive, always keeping silent in the classroom. Most of the students do not have passion and ambition. On the contrary, exchange students are more active than us. They have a stronger passion for study. They are eager to learn in the class. Their eyes are always sparkling. Globalization is an unavoidable tendency, so we should not isolate ourselves from actively playing our role. We should accept and learn from various cultures and people who come from different counties, including the elite students from reputable universities in China. In this way we can increase our knowledge and gain a competitive advantage. Moreover, we should always have a sense of willingness to face every challenge.MIA LINTaipei
Facebook general writing skills, covering resourceful academic, literary, social and cultural contents. It justifies the function of holistic learning. as a platform for integrating reading, writing and language and social discourse – Useful Scaffolding Tool
Although it was a challenging course, it made me benefit much from preparing the draft, finding some related information, and giving the presentation in front of the class. By having the opportunity to stand on a stage, I experienced stage fright and tried to get more chance to overcome it when being a volunteer in the class. As a senior, the photo made me recall my memory when I was a junior. : ) (Coco Huang, Feb. 27, 2012)
Conclusion & Suggestion general writing skills, covering resourceful academic, literary, social and cultural contents. It justifies the function of holistic learning.
1. Face the social reality. Be optimistic.
3. Relate the teaching contents with current
social and international events.
4. Be IT – minded: Make good use of
educational technology and IT facilities.
5. Love and reach students by inspiring and
caring for them.
6. Teaching is a sacred mission. It generates
rewarding experiences .
主旨 general writing skills, covering resourceful academic, literary, social and cultural contents. It justifies the function of holistic learning.: Sonny is admitted to Thunderbird! (Thu, 28 Feb 2013 07:59:42 +0800)
Dear Prof. Li,
I was just informed that I am admitted to Thunderbird! Thank you for your evaluation and your support! Just to share with you this good news. I will keep working hard and be a proud product of SHU!
9. 落實師生互動、善用Office Hours：隨時向老師請教英語學習的問題。
Facilitating EFL writing skill through extensive reading and individual consultation
美國大學生的啟蒙、人文素養與國際願景 general writing skills, covering resourceful academic, literary, social and cultural contents. It justifies the function of holistic learning.
Enter to grow in wisdom.
Depart to serve better thy country and thy kind.
Thank You general writing skills, covering resourceful academic, literary, social and cultural contents. It justifies the function of holistic learning.