Nanda南大2203 T3T4Tn
Welcome! In this course, you’ll learn how psychologists think about culture and what we’ve found about it. You might have noticed that the course will be taught in English. Yes, and it’s because I want to bring diversity to the class, from folks in different disciplines and even speaking different languages (when unfortunately, I can only offer the course in English). That said, we’ll do a lot of discussion and sharing in class, about the reading materials and, if you wish, personal experiences. After all, this is what cultural psychology is all about. 這堂課會聚焦「心理學取向的」文化研究,介紹心理學家如何分析文化,以及重要的研究發現。我們的課會以英語授課,希望能吸引不同領域的文化研究者、以及講不同語言、不同文化背景的同學參與。也因此這堂課只會有少量的「講授」,適量的閱讀,不會有考試。課程時間主要會是以每周閱讀出發的討論與經驗分享,希望藉此把大家的「文化」帶入課堂。(對,就是像語言交換讀書會那樣)
Course keywords: Psychology, Culture, EMI, 心理, 文化, 英語授課 (Ver. 2024/2/9) 一、課程說明 (Course Description) This course is a “psychological” cultural-psychology course, meaning we’ll focus on how psychologists approach culture and some of the classic and more recent findings in the field. That said, we “especially” welcome those who don’t yet have much experience with the psychological approach but are interested in culture. Motivation is the most important criterion. We’ll start from some of the fundamentals to give you a big picture, then address the trinity of psychology—self, cognition, and emotion—one after another. As cultural psyc is heavily rooted in social psyc, subsequently, we’ll touch on the social part of our cultural world, from the closer, the family, to the farther, the socioecology. Finally, toward the end of the semester, you’ll get a little taste of what cultural psyc can do to make the world a better place: the applied sciences around it. You’ll also learn from (and teach) you classmates what they (you) think about the roles of culture are in our minds with your final group presentations. 二、指定用書 (Text Books) There will be about 2 articles to read every week. They’re mostly in English but some are in Chinese. I ask you to carefully study the first, underlined piece of each week listed in the schedule below, and then “skim” the other. Indeed, one skill that I’d like you to start learning this semester is the art of skimming, or what I call “reading effectively.” You’ll find the assigned articles or the instructions on how to find them on eLearn. Finally, there are some other articles not listed below but also uploaded to eLearn. You may take a look if you have time. 三、參考書籍 (References) I’ll periodically post news articles I come across online on eLearn. They’re usually but not limited to discussions about new scientific findings, reflections on our society and world based on the science, and reports of anecdotes that I find relevant to our course. You’re NOT required to read the posts and they’ll NOT be on exams or assignments, unless otherwise announced. 四、教學方式 (Teaching Method) Course format: Our classes will be largely discussion-based, and everyone is expected to contribute. To facilitate the discussion, a small group of students who signed up for the week will take the responsibility to “efficiently” summarize the reading materials of the week for the class. They’ll then lead the following discussion of the reading. Please notice that the discussion is what we really want in this course. People will, and should, have read the assigned reading anyway before coming to class. There’s therefore no need to “read for them.” This is not that kind of courses. Lastly, to make our gathering a quality learning experience, as said, we should all read the assigned materials before coming to class, and please, talk. -- I’m thinking about 2 persons a group, 10 groups plus me for 11 weeks of discussion, so 21 people in total in the class. But you never know how many folks will take the course. We’ll sort this out in our first meeting. -- This course will be taught in English. Specifically, we’ll speak in English in class and you should write weekly homework in English. The final group project can be written in either English or Chinese. If there are people whose native languages aren’t Chinese, the project presentation should be in English. Otherwise, Chinese is fine. Course website: The course website is located on eLearn. Announcements and course materials will be posted there. You will also find supplementary reading, if any, on eLearn. Attendance: I don’t take attendance, although it is strongly recommended. Otherwise, why bother taking the course? The only benefit you’ll get from the class is to come to the class. Communication: Everyone is welcome to send me messages “on eLearn,” to request an appointment, ask questions, share your thoughts and concerns about the course. It’s the best way for me not to miss your messages, as I miss regular emails all the time but don’t want to miss yours. I will try my best to respond to you within two business days. Office hours: TBD -- I encourage you to take advantage of office hours at least once during this semester. Office hours are a great opportunity to clarify course material and ask questions regarding assignments. -- You’re welcome to just walk in during the designated time. I however would ask you for a favor: Whenever possible, message me before you come, telling me what I can do for you, what questions/suggestions you have etc. Just so I can be better prepared and make our meetings as efficient and meaningful as possible. Also, that prevents you from bumping into others, for their, your own privacy. Expectations: -- Please be respectful of your fellow students and silence your phone. -- Please be responsible for your learning by budgeting your time, being on time and prepared, and seeking assistance when needed. -- You are responsible for all information presented in class, even if you have an excused absence for a particular day. If you are going to miss a class, plan ahead to get the material from classmates or me, before or after the class. AI policies: -- I do love to see people, students included of course, to start harvesting the power of AI. So try it whenever you see fit. -- However, you sign up for the course, or generally, enroll in the program for a reason: to get the training I, as well as the program, may offer. So, at the same time, whenever you’re thinking about using AI to assist you, ask yourself, are you losing any training because of AI? It’s not me who don’t wanna see AI covering you. It’s you who don’t wanna see AI taking away your opportunity to learn. -- Indeed, ask around, then you’ll know you don’t need to do this much – I mean, using AI – just to get ahead of others in this class. Everyone putting in fair work, that is, pretty much literally everyone, gets an A in the end. So whether to call your AI in really is about you yourself, not you in comparison to others. 五、教學進度 (Syllabus) (subject to change as we go) 1) 2/20 Course overview You (2023). Syllabus, read the syllabus before class. Psychology of Culture. The basics 2) 2/27 Classic perspectives Greenfield, P. M. (2000). Three approaches to the psychology of culture: Where do they come from? Where can they go? Asian journal of social psychology, 3(3), 223-240. Shweder, R. A., & Sullivan, M. A. (1993). Cultural psychology: Who needs it? Annual review of psychology, 44(1), 497-523. * Ellis, B. D., & Stam, H. J. (2015). Crisis? What crisis? Cross-cultural psychology’s appropriation of cultural psychology. Culture & Psychology, 21(3), 293-317. 3) 3/05 Modern perspectives Morris, M. W., Chiu, C. Y., & Liu, Z. (2015). Polycultural psychology. Annual review of psychology, 66, 631-659. Kashima, Y. (2016). Culture and psychology in the 21st century: Conceptions of culture and person for psychology revisited. Journal of Cross-Cultural Psychology, 47(1), 4-20. * Liu, W. (2022). Boundless China and backward Asians: Hegemonic confucianism as epistemological violence in queer psychology. Integrative Psychological and Behavioral Science, 56(2), 491-505. 4) 3/12 Methodology Deffner, D., Rohrer, J. M., & McElreath, R. A. (2022). Causal framework for Cross-Cultural Generalizability. Advances in Methods and Practices in Psychological Science, 5(3), 1-18. Grossmann, I., Feinberg, M., Parker, D. C., Christakis, N. A., Tetlock, P. E., & Cunningham, W. A. (2023). AI and the transformation of social science research. Science, 380(6650), 1108-1109. * Kitayama, S., & Salvador, C. E. (2017). Culture embrained: Going beyond the nature-nurture dichotomy. Perspectives on Psychological Science, 12(5), 841-854. The personal 5) 3/19 Self Brewer, M. B., & Chen, Y. R. (2007). Where (who) are collectives in collectivism? Toward conceptual clarification of individualism and collectivism. Psychological review, 114(1), 133-151. Markus, H. R., & Kitayama, S. (2010). Cultures and selves: A cycle of mutual constitution. Perspectives on psychological science, 5(4), 420-430. * Gebauer, J. E., Sedikides, C., Wagner, J., Bleidorn, W., Rentfrow, P. J., Potter, J., & Gosling, S. D. (2015). Cultural norm fulfillment, interpersonal belonging, or getting ahead? A large-scale cross-cultural test of three perspectives on the function of self-esteem. Journal of Personality and Social Psychology, 109(3), 526-548. 6) 3/26 Cognition Varnum, M. E., Grossmann, I., Kitayama, S., & Nisbett, R. E. (2010). The origin of cultural differences in cognition: The social orientation hypothesis. Current directions in psychological science, 19(1), 9-13. Masuda, T. (2017). Culture and attention: Recent empirical findings and new directions in cultural psychology. Social and Personality Psychology Compass, 11(12), e12363. * Na, J., Grossmann, I., Varnum, M. E., Kitayama, S., Gonzalez, R., & Nisbett, R. E. (2010). Cultural differences are not always reducible to individual differences. Proceedings of the National Academy of Sciences, 107(14), 6192-6197. 7) 4/02 Emotion Boiger, M., & Mesquita, B. (2012). The construction of emotion in interactions, relationships, and cultures. Emotion review, 4(3), 221-229. Jackson, J. C., Watts, J., Henry, T. R., List, J. M., Forkel, R., Mucha, P. J., ... & Lindquist, K. A. (2019). Emotion semantics show both cultural variation and universal structure. Science, 366(6472), 1517-1522. * Tsai, J. L., Blevins, E., Bencharit, L. Z., Chim, L., Fung, H. H., & Yeung, D. Y. (2019). Cultural variation in social judgments of smiles: The role of ideal affect. Journal of Personality and Social Psychology, 116(6), 966-988. 8) 4/09 Development (TBD by Dr. Gao-Xian Lin) The social 9) 4/16 Family Lansford, J. E., Godwin, J., Al-Hassan, S. M., Bacchini, D., Bornstein, M. H., Chang, L., ... & Malone, P. S. (2018). Longitudinal associations between parenting and youth adjustment in twelve cultural groups: Cultural normativeness of parenting as a moderator. Developmental Psychology, 54(2), 362-377. Bedford, O., & Yeh, K. H. (2019). The history and the future of the psychology of filial piety: Chinese norms to contextualized personality construct. Frontiers in Psychology, 10, 100. * Ng, J., Ng, F. F., & Pomerantz, E. M. (2021). Mothers’ goals influence their responses to children’s performance: An experimental study in the United States and Hong Kong. Child development, 92(6), 2317-2334. 10) 4/23 Relationships Tasfiliz, D., Selcuk, E., Gunaydin, G., Slatcher, R. B., Corriero, E. F., & Ong, A. D. (2018). Patterns of perceived partner responsiveness and well-being in Japan and the United States. Journal of Family Psychology, 32(3), 355-365. Wang, C. S., Leung, A. K. Y., See, Y. H. M., & Gao, X. Y. (2011). The effects of culture and friendship on rewarding honesty and punishing deception. Journal of Experimental Social Psychology, 47(6), 1295-1299. * Yamagishi, T., Hashimoto, H., & Schug, J. (2008). Preferences versus strategies as explanations for culture-specific behavior. Psychological Science, 19(6), 579-584. 11) 4/30 Socioecology Atari, M., & Henrich, J. (2023). Historical psychology. Current Directions in Psychological Science, 32(2), 176-183. Oishi, S., Cha, Y., & Schimmack, U. (2021). The social ecology of COVID-19 cases and deaths in New York City: The role of walkability, wealth, and race. Social Psychological and Personality Science, 12(8), 1457-1466. * Van Leeuwen, F., Park, J. H., Koenig, B. L., & Graham, J. (2012). Regional variation in pathogen prevalence predicts endorsement of group-focused moral concerns. Evolution and Human Behavior, 33(5), 429-437. The applied 12) 5/07 Organizational and consumer behavior (Proposal outline due by class) De Mooij, M., & Hofstede, G. (2011). Cross-cultural consumer behavior: A review of research findings. Journal of International Consumer Marketing, 23(3-4), 181-192. 林姿葶、鄭伯壎、周麗芳(2014)。家長式領導:回顧與前瞻。本土心理學研究,42,3-82。 * Maddux, W. W., Lu, J. G., Affinito, S. J., & Galinsky, A. D. (2021). Multicultural experiences: A systematic review and new theoretical framework. Academy of Management Annals, 15(2), 345-376. 13) 5/14 Psychological disorders Ryder, A. G., Ban, L. M., & ChentsovaR08;Dutton, Y. E. (2011). Towards a cultural–clinical psychology. Social and Personality Psychology Compass, 5(12), 960-975. 李維倫、林耀盛(2019)。從文化心理學到人文臨床心理學:臨床心理學本土化論述與踐行。本土心理學研究,51,89-167。 * Bernier, R., Mao, A., & Yen, J. (2010). Psychopathology, families, and culture: autism. Child and Adolescent Psychiatric Clinics, 19(4), 855-867. 14) 5/21 Education De Castella, K., Byrne, D., & Covington, M. (2013). Unmotivated or motivated to fail? A cross-cultural study of achievement motivation, fear of failure, and student disengagement. Journal of Educational Psychology, 105(3), 861–880 陳舜文、魏嘉瑩(2013)。大學生學習動機之「雙因素模式」:學業認同與角色認同之功能。中華心理學刊,55(1),41-55。 * Fryberg, S. A., Troop-Gordon, W., D’Arrisso, A., Flores, H., Ponizovskiy, V., Ranney, J. D., ... & Burack, J. A. (2013). Cultural mismatch and the education of Aboriginal youths: The interplay of cultural identities and teacher ratings. Developmental psychology, 49(1), 72-79. Term projects 15) 5/28 Presentations x 4 16) 6/04 Presentations x 4 17) 6/11 No class (Final proposal due by the class time) 六、成績考核 (Evaluation) Individual reflection notes: To pass the course, you’ll need to collect 10 reflection notes “in time” over the semester. This is a basic requirement to pass the course. I’ll fail people who don’t fulfill this requirement. To get the notes, choose as many or few weeks of discussion as needed out of the 13 discussion weeks in the schedule above—that is, excluding the first class and term project presentations—and write a short reflection essay on each of the weeks chosen. -- I don’t mind that you write a full paper, but by reflection “notes,” what I’m picturing is a 150-to-200-word abstract-like text. You can write about the things in the reading (or classmates’ projects if a project week) that make you feel surprised, puzzled, or even inspired, scientifically or spiritually. What I’m looking for is the depth of your analysis of the subject matter. You don’t have to always bring up a question and then answer it. If you don’t end up finding an answer for something after your reflection/meditation, that’s fine. The goal of the assignment is simply to help you think and help you get ready to participate in class. -- 2 pts for “Insightful!”, 1 for “Pertinent with room to improve”, and 0 for no submission. Just to give you a sense of how I’m going to grade your work, I expect to see an “insightful” out of every 3 “pertinent.” But of course, everyone is different and the grading is only about the quality, not the quantity, of your work. I’m not going to take away points to hold the ratio. -- You’re welcome to post more notes than you need to pass the course. And that gives you a better chance to get more “insightful,” which adds to your final grade. See below for how the grade is calculated. -- Post your reflection notes on eLearn no later than 24 hours before the class of the topic you write about (i.e., before Mon. 10 am), so the discussion leading group can incorporate your writing into their discussion plans. Also, I expect you all at least skim others’ posts, either before you write your own or after you’ve done so. Think this way: We’re a team, brainstorming together this semester and having fun together through the journey, so you do want to know what other people are thinking. -- I accept late submissions, with a penalty. Late submissions may still give you some points, less effectively, but they may be the points you need. Let me know if you plan to do a makeup note. Late submissions won’t be counted without my permission. Group term project: There will be no exam for this course, but when all classes end, as the embodiment of your learning, in groups of 2, you’ll present a research proposal on something, anything that is relevant to what we’ll have covered. The proposal will focus on an empirically testable question (assuming you have all the resources needed) and design studies to test it. If you’ve never seen a psychological research proposal, it’s basically a research paper without the discussion section and with a method-results section turning into “what you plan to do” as opposed to what you’ve done. To help you make sure you’re on track, there will be a few “checkpoints” in the semester. -- First, you’ll turn in a rough outline of what you’re going to write for the proposal. This is only for you to get my feedback early on, and won’t be graded. I can nonetheless assure you that this will be really beneficial for you, and me, as it would protect you from doing the things you don’t want to be doing (e.g., proposing a 10-year research program; I’ll appreciate your passion and aspiration, but please don’t). There’s no format requirement for this assignment except that it should be about 400 to 450 words long. Submit through eLearn. -- Secondly, toward the end of the semester, when you’ll have almost finished your draft, you’ll give a 15-min presentation on your work followed by a 10-min Q&A, like in a conference. The presentation will be graded. You can, as many will, use slides, but this is not required. Most importantly, take the chance to get feedback from your peers to really polish your final product. I’ll prepare snacks and drinks. I mean, it’s a mini-conference. -- Finally, the written research proposal. The work should be on an empirically testable question and include studies testing the question. That is, you’re not purely proposing a new theory or reviewing the literature, because I do want to see that you learn the methods of cultural psychology, in addition to the theories. The proposal should be at least 2000 words long (excluding bibliography), and formatted. You’re welcome to follow the APA style; that’s the go-to, but not required. The goal of formatting is merely to help you organize information and to help readers (i.e., me) see the organization. I won’t check your format like a bored librarian. And yes, you can write in Chinese or English. Course grade: -- Course participation for 25% course grade -- Reflection notes for 25% course grade; use the formula: this part of the course grade = 60 + 6 x # of 2-pt “insightful” notes Yes, you get more than 100 here if you get more than 6 “insightful.” -- Term project presentation for 25% course grade -- Term project proposal for 25% course grade 七、可連結之網頁位址 https://elearn.nthu.edu.tw/course/view.php?id=31244
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[心得] 百年來的中華民國對外關係 張棋炘時間Sun Jan 30 10:58:53 2022 課名:百年來的中華民國對外關係 科號:11010 GE 111300 老師:張棋炘 課本:無 課別:通識 社會科學領域 學分:2 涼度:★★★★ 甜度:★★★★★ 建議先修課程:無 課程內容\簡介 本課程將從一個新國家-中華民國-於1912年的誕生開始,探討前一代政權所留下的遺緒和 深刻影響,以及新國家誕生後參與決策或實際的 領導者如何運籌帷幄,再加上伴隨而來的內 部社會在思想、觀念、體制上的連串變化並從而影響對外決策;更重要的,外在國際環境的 強大 衝擊,特別是強權彼此間的對抗與弱肉強食所導致的一連串事件更進一步影響--甚至 是決定--了這個國家在二十世紀大半的命運。藉由 快速、客觀地檢視歷史,翻轉過去悲情 式的思考,改以國際關係的核心分析架構,帶領學生以嶄新的思維回顧與學習中華民國的對 外關係史。 上課方式: 第一堂課會分組,分組方式是老師及助教會先分好,同一科系會盡量分在不同組,每組的男 生女生人數也會盡量平均。上課方式是用PPT,會講很多故事跟實例來佐證,也會加入每個禮 拜的國際時事及國內政治素材,每堂課幾乎都有小組討論。基本上會教一些外交常見的手段 、外交史、外交實務等等。內容豐富,老師上課也很認真。回家作業有四五次,老師會要你 看一些影片或文章,再寫幾百字的心得,或是坐一下政治意向的調查,問你的國家認同及原 因之類的。學期中還能參觀海會,或是其他兩岸服務單位。這學期我們是去海基會,原本以 為就是安排個導覽人員帶我們進去晃晃,沒想到竟然是海基會副主任祕書親自帶領每位處室 的代表人員在大會議室和我們舉行座談。除了可以了解海基會的運作內容之外,還有發問跟 對談時間,是個非常難得的機會。 給分: https://i.imgur.com/Muh9CGU.jpg 考試作業型態: 主要考核成績65%基本上就是期中報告,30%的期末報告其實就是期中報告的文字檔(需要300 0字以上),所以只要期中報告好好做,總成績的65%並不難拿。期中報告的主題每一組都不一 樣,不過都是跟台灣的外交相關,有外交決策機制的介紹,邦交國的介紹,也有香港一國兩 制與台灣的關係,以及不同總統的外交政策差異等等。期中報告也是老師盯得最兇的,所以 組員好不好就差很多。如果上台報告講的不好,老師會毫不留情的直接開嘴,非常丟臉。要 注意在準備報告的時候一定要跟老師私下約時間討論報告,老師對報告都有既定內容的設定 ,如果沒有照老師的想法做報告會被電的非常慘,所以簡而言之老師叫你們做什麼,大家照 做就對了。35%的平時成績除了作業要準時繳交,要言之有物之外,老師非常看重上課的參與 。因為這堂課是跟外交、政治有關,本來就很需要大家的互動以及討論。如果上課的討論參 與度不高,可以透過下課之後的心得回饋來彌補,不常發言發表意見或滑手機或沒在上課的 平時成績會很低。 老師的喜好、個性: 老師上課很活潑,也很幽默,不過忌諱學生翹課、遲到、睡覺、玩手機,被抓到會扣總成績 ,不過扣幾分不知道。老師有話直說,尤其在準備期中報告的時候心臟要強一點,他有可能 會直接噴爆你,把批評得一文不值。他的說法是不教而殺謂之虐,但是也是有同學受不了。 不管如何,老師非常敬業,對自己的教學很認真,也努力的讓教材跟時事結合,也會穿插一 些時事梗還有迷因圖。此外老師也很關心學生的學習狀況,他會記住所有學生名字,同學的 心得回饋老師都會看,也會回答同學的疑問。 給加簽嗎? 會 給到教室滿人。 補充: 老師不給二退,因為小組這樣會因為二退的人期末報告很麻煩。還是有人吃D的,他也不太接 受談成績,因為老師說他改變想法的機率非常非常低。雖然之前幾屆有同學抱怨老師有既定 的政治立場,但是我覺得老師在課堂上對政治的評判都是站得住腳的,不管是從邏輯上或是 學術上皆然。所以其實不用太擔心政治立場的問題,我一個學期上下來每次都覺得老師講的 很有道理XD。把大綱印下來,第一堂課帶去會加分。老師也滿喜歡送東西的,這學期有發放 行事曆、筆記本、紅包袋之類的。這邊附上老師歸納出拿到成績比較不好的原因,只要不要 踩到這些地雷,要拿A+應該不難。 1.期末報告成績不佳(特別是:未交或遲交、繳交錯誤、缺乏具體建議、或者從字數判斷只 想交差了事) 2.學期作業應繳未繳(最常發生的狀況) 3.上課沈默,雖參與小組討論,卻很少公開發言、存在感低,對於提供事後心得繳交這個方 案也興趣缺缺 4.上課曾經偷偷使用手機被我制止(或被助教另外註記)、上課(或參訪)打瞌睡或不專心 聽課情況明顯、上課經常未能準時抵達教室,或被老師直接叫醒。 總成績/班上排名:A+ 1/39 T分數: 54.11 成績分布: https://i.imgur.com/hzq1ihL.jpg
[心得] 百年來的中華民國對外關係 張棋炘時間Thu Feb 18 12:52:42 2021 課名:百年來的中華民國對外關係 科號:10910GE 111300 老師:張棋炘 課本: 課別:社會科學領域(語文、某系選修、某系必修、通識某向度) 學分:2 涼度:★★★★☆(滿分五分,空心代表半分!請自行增減!) 甜度:★★★★★ 建議先修課程: 課程內容\簡介: 上課主要是講一些分析國際情勢的方法,或是一些國關的基本知識 中華民國的政府組織、歷史、外交情形、總統等等 上課方式: powerpoint為主 會有小組討論 給分: 期中報告(小組上台+紙本) 35% 期末報告(個人紙本) 30% 作業 15% 上課表現 20% 考試作業型態: 作業會看當週內容,主要是心得、時事或是一些問題發想 上課表現不一定是上課發言,可以在課後寫心得或任何看法上傳ilms 一樣會列入上課表現 小組分組第一堂課會分好,隨機分,教授會讓認識的或是同科系拆開 期中報告題目用抽的,會有陸生訪談跟其他國關的topic 老師的喜好、個性: 老師上課很活潑,不過忌諱學生翹課、遲到、睡覺、玩手機, 被抓到會扣總成績,不過扣幾分不知道 給加簽嗎? 會 給到教室滿人 補充: 1. 印syllabus,第一堂課帶去會加分 2. 上課沒有太多政治立場,也不太會偏袒,powerpoint有迷因XD 3. 教授滿喜歡送東西的(?),我這學期拿到一本書+行事曆 4. 如果對這個領域有興趣的話,真心推薦大家去,教授閱歷我覺得算豐富, 應該可以聽得滿快樂(?) 總成績/班上排名:A+ 1/39 成績: 成績分布: ↓每組人數 A+ 30.8 % ( 12 ) A 41 % ( 16 ) A- 20.5 % ( 8 ) B+ 7.7 % ( 3 ) B % ( ) B- % ( ) C+ % ( ) C % ( ) C- % ( ) D以下 % ( )
[心得] 百年來的中華民國對外關係 張棋炘時間Sat Sep 12 22:29:24 2020 課名:百年來的中華民國對外關係 科號:10820 GE111300 老師:張棋炘 課本:無 課別:社會通識(語文、某系選修、某系必修、通識某向度) 學分:2 涼度:★★★☆ 3.5(滿分五分,空心代表半分!請自行增減!) 甜度:★★★★★ 5 建議先修課程:無 課程內容\簡介: 上課方式: (板書?powerpoint?實地參訪?小組討論?) 教室第一堂課會分組,分組方式就第一堂課隨便坐之後老師在隨便分。 (所以跟認識的坐一起也不一定一組就是了) 上課方式是用ppt,會講很多故事跟實例來佐證。 基本上會教一些外交常見的手段or一些故事,內容其實還蠻豐富的,老師上課也很認真。 回家作業有三四次,老師會要你看一些影片or文章,再寫幾百字(吧 的心得還有看法,就 是 期末會有小組分組報告,就是第一堂課分組的小組,要做一個主題(ex.台灣醫療健保對國 外 學期中還能參觀海基會,或是其他兩岸服務單位,我們是去海基會,還跟有些他們的人員 有發問跟對談時間,是個難得的機會。 PPT 給分: (有唸就有分?甜不甜?幾分耕耘幾分收獲?) 小組期末報告+作業+上課態度(這很重要) 理論上超級甜 但為會給涼度3.5是因為老師很注重上課態度跟出席,上課不能玩手機或做其他事,需要 認真專心的上課。 老師希望學生能有收穫,而不是讓通識淪為混分灌GPA的工具,所以打算上課時間做其他 事的人可以不用選了。 作業需要花一些時間寫。 考試作業型態: (數量的多寡、還是繳交報告?) 回家打word檔文字心得+期末小組報告 老師的喜好、個性: (與同學相處融洽?還是嚴禁遲到?) 給加簽嗎? 少數,就50個滿了就滿了,不太給簽。 補充:喔對老師不給二退喔,因為小組這樣會因為二退的人期末報告很麻煩 還有上課要常常發言,他會記住所有學生名字,不常發言發表意見或滑手機或沒在上課的 話就比較麻煩了。 還是有人吃C的,他也不接受談成績。 但總之大推的,有收穫又甜甜。 總成績/班上排名:A+ 1/48 成績:A+ 成績分布: ↓每組人數 A+ 64.6% ( 31 ) A 29.2% ( 14 ) A- 2.1% ( 1 ) B+ % ( ) B % ( ) B- % ( ) C+ % ( ) C 2.0% ( 2 ) C- % ( ) D以下 % ( ) https://i.imgur.com/IkCfKKu.jpg
此為16週課程。
限心諮系
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