時間：2022年11月10日 12:10-13:10
地點：知行樓前棟 203教室
與會者：陳喬男老師、張景智老師、莊惠燕老師、盧家鋒老師、嚴偉哲老師、高瑀絜老師、蔡明翰老師、薛特老師、葉祖秀、陳奕潔
經驗分享內容：
- 英語授課
- 初衷/動機與轉變
從歐洲的Summer school開始，2學分/36個小時，來自18個不同國家的學生，開啟了英語授課之旅。2011年在陽明大學的國際衛生學程中，受邀開始在學程中擔任課程的老師，更是讓我有了不同的教育眼光。
- 初衷/動機與轉變
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- 英語授課的想法
11年下來，對於英語授課其實每年的經驗都不盡相同，到了2022年，從這學期開始教授了EMI課程，其實會發現，EMI授課與英語授課真的完全不同，因為面對到的學生特質，真的完全不同
- 英語授課的想法
- 外籍vs台灣學生
- 心理準備
外籍的學生有幾個特質，學習動機強、主動性/互動性強，雖然在國際學程當中，英語能力差異不大，但腔調的差異，有時候在溝通上還是會發生讓人印象深刻的事情。最後是專業背景的歧異，在這方面，可以透過了解學生背景、日常生活的對話聊天，據以決定課程設計與內容，讓知識可以更加深入在學生腦海中。
台灣的學生不像外籍學生一樣，學習動機普遍較低，更不用提互動性，如何讓台灣學生提高這些動機，我想這是老師們在設計課程上需要更加費心之處。 - 授課心得與建議
對於專業背景的歧異，了解並尊重學生背景，透過跟學生的聊天，調整上課的形式，加入一些online teaching tool。
EMI以單次課程為單位，建議在授課第一堂說明授課大綱，在課程中對於專有名詞的定義的解釋，可以由中文來輔助。
增加Q&A的時間，最後，將整堂課做結語，讓學生可以有更多的印象。
- 心理準備
- 結語
- 在政策面/執行面上，必修/證照專業科目要翻轉成EMI授課還是有許多壓力，因為是證照考試的系所，因此系上是從選修開始翻轉。對於學生，會希望以鼓勵性取代強制性，讓學生有夠多學習動機，進而增加學習表現。對於教師端，會建議鼓勵的配套措施(如教師評鑑)。最終回到教育本質上，百年樹人/素質養成really takes times!
November EMI Teacher Experience Sharing Workshop of the 111th Academic Year
Speaker: Teacher Zhang Yixin from the Department of Biomedical Engineering and Biotechnology
Date: November 10, 2022
Time: 12:10-13:10
Location: Room 203, Front Building of Zhixing Building
Participants: Teacher Chen Qiaonan, Teacher Zhang Jingzhi, Teacher Zhuang Huiyan, Teacher Lu Jiafeng, Teacher Yan Weizhe, Teacher Gao Yujie, Teacher Cai Minghan, Teacher Xue Te, Ye Zuxiu, Chen Yijie
Experience sharing content:
- English Teaching
- Original Intention/Motivation and Changes
- Ideas about English Teaching
Over the past 11 years, the experience of English teaching has been different every year. In 2022, starting from this semester, teaching EMI courses, I discovered that EMI teaching is really different from English teaching because of the characteristics of the students we face, which are completely different.
- Foreign vs Taiwanese Students
- Mental Preparation
Foreign students have several characteristics: strong motivation to learn, strong initiative/interactivity. Although there is not much difference in English proficiency in international programs, differences in accents sometimes lead to memorable incidents in communication. Finally, there is the diversity in professional backgrounds. In this aspect, by understanding students' backgrounds and having conversations about their daily lives, we can determine course design and content to deepen knowledge in students' minds.
Taiwanese students are not like foreign students. Their motivation to learn is generally lower, not to mention interactivity. How to motivate Taiwanese students to improve in these areas is something that teachers need to put more effort into in course design.
- Teaching Experience and Suggestions
Regarding the diversity in professional backgrounds, it is important to understand and respect students' backgrounds and adjust the format of classes through conversations with students, incorporating online teaching tools.
For EMI courses, which are taught on a per-session basis, it is recommended to explain the course outline in the first class and provide definitions of specialized terms with the assistance of Chinese.
Increase the time for Q&A. Finally, conclude the entire class to leave a stronger impression on students.
- Conclusion
- In terms of policy/implementation, there is still a lot of pressure to transform compulsory/licensed professional subjects into EMI courses because it is a department related to licensing exams. Therefore, the transformation starts from elective courses. For students, it is hoped to replace compulsion with encouragement, providing them with sufficient motivation for learning and thereby improving learning performance. For teachers, it is recommended to have supportive measures such as teacher evaluations. Ultimately, it returns to the essence of education, "Educating students for a century/developing their qualities" really takes time!