介紹與會學者

Keynoter：Professor Der-Thanq Victor Chen Associate Professor,

Curriculum, Teaching and Learning Academic Group, National Institute of Education, Nanyang Technological University,Singapore.

CV

Dr Dr Chen is an Associate Professor with the Curriculum, Teaching and Learning Academic Group, National Institute of Education, Nanyang Technological University.  He obtained his PhD in Curriculum and Instruction/Computers in Education from the University of Oregon, Eugene, Oregon, USA. He also received his Masters of Science in Instructional Systems Technology from the same university.  Dr Chen is a graduate of National Taiwan Normal University, Taipei, Taiwan, ROC where he majored in Physics/Science Education.

His research interests include: community of practice, virtual learning environments and e-learning. Dr Chen has a special interest in Information Technology and had won the second prize in the National College Software Design Contest, Taiwan, ROC in 1985. He has been on the review panel for educational journals and publications. He was the Guest Editor for the special issue on Learning Sciences, Educational Media International in 2006 and in 2005, he was a review board member for IEEE International Conference on Advanced Learning Technologies (ICALT) and the Journal Research and Practice in Technology Enhanced Learning.

Funded projects(節錄近三年資料)

1.      Nurturing research capacity of researchers through a co-construction approach

PI: CHEN Der Thanq Victor

Duration: 2018 - 2019

Abstract:
The main objective of this project is to break away from the mentor-mentee "give and take" relationship. Instead, through the co-construction process, we envision a more mutually beneficial relationship among researchers of varying expertise and experiences. Therefore, this study seeks to explore how the co-construction approach may overcome the aforementioned research problems, i.e. mentors needing supports and AGs working in silos. The co-developing of a programmatic proposal shall be the “common end” as first depicted in Weick’s (1979) framework. The processes of co-construction and organization sense making (Weick, 1995, 2015) shall also be the main interest in this proposal.

2.      Digital Storytelling for Character and Citizenship Education: A Knowledge Forensics Approach

PI: CHEN Der Thanq Victor

Duration: 2017 - 2020

Abstract:

This study aims to explore the use of digital storytelling (DS hereafter), a multimodal self-authoring practice, for Character and Citizenship Education (CCE hereafter). We conjecture that DS’s unique design for learner voices and social exchanges may promote CCE in designing an agentive, participatory, and democratic learning experience. We belief that DS has the potential to contribute to the identity formation and relationship building, two big ideas in CCE. Literature review shows five types of DS practices as complement to schooling, reflection on experience, embodiment of agency, construction of meaning and formation of identity. We observe that criticality is less discussed in current literature and propose a knowledge forensics digital storytelling (KFDS hereafter) to address the issue of developing criticality for choice (decision making), a third big idea in CCE. This approach encourages storytellers to conduct a thorough review of “case file” of claims, followed by a “verification” of claims (and their justifications), and “exploration” of alternative perspectives (and possibilities). It will then end with a “report” of own critical voices (in form of digital story). We propose a four-cycle design-based research study on knowledge forensics approach to DS in two Singapore Primary 5 CCE classroom. Three initial design principles are derived from the literature for use in Cycle 1. Conjecture mapping with design elements, mediating processes and desired outcomes are detailed to visualize the design, while lesson plans for DS workshops are provided to elaborate its design and implementation. Data of lesson observations, students’ critical reflections and focus group discussion, teacher interview will be collected and analysed with thematic analysis, complemented by multimodal analysis of students’ digital story artefacts. Yields of the four-cycle study will be a list of design principles of KFDS for CCE. It is our hope that this study will advance the theoretical understanding of DS for CCE and shed lights on DS design deliberations.

3.      Exploring the Designing of a Growth Mindset Curriculum in a Singaporean School

COPI: CHEN Der Thanq Victor

Duration: 2016 - 2019

Abstract:
This is a baseline study with the aim to describe what is happening in a Singapore school in its endeavour to design its school’s own curriculum to improve the practice of teaching and learning. As a mark of educational maturity and progress, it is crucial for Singapore schools to progress into the phase of school-based curriculum designing, so that each school will feel a sense of agency and ownership of their own school curricula. In this project, we will explore the interpretation of a growth mindset curriculum in the Singaporean context, and how school leaders prepare for the implementation of such a curriculum, to make it part of the culture and routines of the school experience. Mindsets are sets of beliefs that people have about students’ intelligence (Dweck, 2006). Teachers, parents and students who have a fixed mindset believe that intelligence is a static trait: some students are smart and some are not. Those who have a growth mindset believe that intelligence c... an be developed by various means (Dweck, 2010). It is recognised that the Singaporean high-stakes examination culture has engendered a fixed mindset with its negative side effects in our society. How can we nurture a growth mindset (e.g. resilience; learning from productive failure; capacity to adapt, change and grow) in our context? The leaders of the case school are working on a school-wide experience of developing a growth mindset among students, teachers and support staff for learning, teaching and administrative support work. This is part of their strategic plan for the next five years. We would like to study how the curriculum leaders of the case school interpret and envision the concept of growth mindset, and how they will translate this concept into curriculum (e.g. in pedagogical and assessment practices). What factors are considered in the designing of a school-wide experience of nurturing a growth mindset? As such, the research methods will include analyses of curriculum documents; interviews with key personnel involved in the envisioning and design of the curriculum; interviews with teachers; and observations at staff meetings. It is hoped that the findings from this study can be used to inform a subsequent study that looks into co-designing a growth mindset curriculum with other schools. Through this research effort, we hope to be able to develop a growth mindset curriculum that is unique to the Singaporean educational context, maintaining the rigor of a quality curriculum yet nurturing a citizenry with a growth mindset.

4. Understanding Teacher Learning Communities as Support for Implementation of Computer Simulations for Physics Conceptual Instruction

PI: CHEN Der Thanq Victor

Duration: 2015 - 2018

Abstract:
Science instruction is increasingly drawing on virtual and interactive technologies to help students visualize core scientific concepts (McElhaney & Linn, 2011; Wu & Huang, 2007), and then to propose, consider, and test competing models to explain the concepts and related phenomena (Schwarz et al., 2009). Physics is certainly no exception. Visualization plays a major role in the advancement of the subject (Kozhevnikov, Motes, & Hegarty, 2007; Lyna, 2008), and model-focused instruction has been increasingly emphasized (Fulmer & Liang, 2013; Liang et al, 2012). While a growing number of simulations have been developed, there is yet insufficient understanding of how teachers can incorporate simulations into classroom instruction, and how this impacts students' growing understanding of the topic. In this study, we adapt simulations for topics within the Singapore secondary physics syllabi, and then conduct a progressive sequence of mini-studies (tied to the subject topics) with Teacher Learning Communities (TLCs). This will allow us to understand how the teachers make sense of simulations and key issues for further integration into instruction. The computer simulations that will be used in this study are based on Physlet?, an interactive Java simulation software customizable to the instructional goals by including one or more variables involved in a system or a scientific phenomenon learned. It allows the students to manipulate the variables to see the effects on the system. Such feature helps the students identify relations among components of a system and enables them to visualize and correctly make conceptual connections between representations (Wu & Shah, 2004). In this study, Physlet will be modified based on Singapore physics syllabi. Building on the work from a completed Senior Specialist Track Research Fund (SSTRF) one-year project (Wee, 2014), this proposed study aims to foster students' deep learning of physics concepts through collaborative model-based guided inquiry. The students will collaboratively create and use models to predict and explain phenomena and then compare those models with those from canonical science (Schwarz & Gwekwerere, 2007). TLCs will be structured around teachers' common interests and problems as manifested in joint activities (Muijs, West, & Ainscow, 2010). TLCs will be used as a platform for participating physics teachers to collaborate within and across schools in cross-fertilizing ideas, providing insights, sharing resources, and solving problems throughout the study. The teachers will meet monthly, besides online interactions and discussions. We will used a mixed-method study (with observations, interviews, artefacts, and questionnaires) of students and teachers. We will examine how teachers' professional learning occurs in the TLCs by analyzing teachers' interactions within and across schools. A variety of teacher and student data sources to understand the nature of the classroom instruction will also be collected and analyzed. At the teacher level, this will include qualitative data such as discussions, meeting notes, and classroom observations. Our proposed study has potential to: 1. Provide in-depth understanding of students' learning of physics concepts through collaborative model-based guided inquiry. 2. Suggest pedagogical strategies that emphasize collaborative model-based guided inquiry and its implications for assessments and curriculum design. 3. Generate data to help uncover the conditions for nurturing robust connections between schools that other emerging TLCs can draw upon.

（CV取自https://www.nie.edu.sg/profile/chen-der-thanq-victor）

Keynoter： Sae SHIMAUCHI, Ph.D. 

Degree

Ph.D. in International Studies (Waseda University) 2013

M.A. in International Relations (Waseda University) 2009

B.A. in Humanities (Waseda University) 2005

Professional fields

International Higher Education, Sociology of Education, Cultural Studies, Media Studies, Gender Studies

Education

Mar. 2013:  Ph.D. in International Studies, Waseda University

Sep. 2009 – Mar. 2013:  Doctorial program in International Studies, majoring Comparative and International Education, Graduate School of Asia-Pacific Studies, Waseda University

Sep. 2008 – Dec 2008:  Graduate School of International Studies, Seoul National University, South Korea, Studying Abroad 2008

Sep. 2007 – Sep. 2009:  MA program in International Relations, majoring Comparative and International Education, Graduate School of Asia-Pacific Studies, Waseda University

Sep. 2008 – Dec. 2008: MA program in International Studies, Graduate School of Seoul National University, South Korea, Exchange Program 2008

Dec. 2006 – Jul. 2007:   Konguk University, Korean Language Institute, Seoul, South Korea

Feb. 2006 – Mar. 2006:  TEFL International (TESOL certificate course), Phuket, Thailand

Jul. 2003 – Jul. 2004:    Leiden Universiteit, Leiden, Netherlands, Exchange Program 2003-2004

Apr. 1996 – Mar. 1999: Aoyama Gakuin High School, Tokyo, Japan

Present Posts

Oct. 2018 – Present: Associate Professor (tenured), Tokyo Metropolitan University

Professional Experience

Apr. 2017 – Sep. 2018: Assistant Professor (non-tenured), Waseda University

Oct. 2016 – Mar. 2017: Learning Advising Staff, Gakushuin University

Apr. 2013 – Oct. 2016: Postdoctoral Research Fellow, Japan Society of the Promotion of Science (JSPS)

Sep. 2016 – Feb. 2022: Part-time Lecturer, International Christian University

Apr. 2013 – Mar. 2024: Part-time Lecturer, Yokohama City University

Apr. 2013 – Feb. 2015: Part-time Lecturer, National Defense Academy

Jun. 2010 – Mar. 2012: Research Fellow, Global Institute of Asian Regional Integration, Waseda University

Apr. 2010 – Mar. 2013: Research Fellow (DC1), Japan Society of the Promotion of Science (JSPS)

Jul. 2008 – Mar. 2009: Research Assistant, JICA Research Institute

Apr. 2006 – Sep. 2007: Chief Instructor of Social Science and Curricular coordinator, Morning Edu Ltd., Seoul Head Quarter, South Korea

Sep.2007 - Dec. 2008: Chief Instructor of Social Science, Morning Edu Ltd., Japan Branch

Studying and Researching Abroad Experience

-          University of Hawaii, East-West Center (The United States, 2015, Visiting Scholar)

-          Seoul National University, Graduate School of International Studies (South Korea, 2017-2018, exchange student)

-          Leiden Universiteit (The Netherlands, 2013-2014, exchange student)

Honors and Certificates

-        Vice-valedictorian, Graduate School of Asia-Pacific Studies, Waseda University, 2009

-        Dean’s list of Graduate School of Asia-Pacific Studies, Waseda University, Apr. 2008

-        Recipient of high honors scholarship from the Graduate School of Asia-Pacific Studies (GPA 3.78), Jun. 2008

-        Honors Prize in Korean Language Level 3 at Konguk University 2007, and 6th Grade at Seoul National University 2008

-        Certificate of TEFL International TESOL, Mar. 2006

-        Certificate of Japanese Language Teaching Competency Test, Dec. 2006

Computer Skills

Advanced user of MS Office programs (MS word, MS Excel, MS PowerPoint)

Language

Japanese: Native        

English: Fluent

Korean: Fluent (certified 6th grade in the Test of Proficiency in Korean [2008])

Chinese: Intermediate (HSK 4th grade)

Publications

[Peer reviewed articles in English]

1.         Shimauchi, S. (2024). “It is universal love beyond homosexuality and gender difference”: critical media discourse analysis of boys’ love dramas in Japan. Feminist Media Studies, 1–15. https://doi.org/10.1080/14680777.2024.2361042

2.         Shimauchi, S. (2024). Fans speak for whom? Imagined ‘official’, internalised hegemony and self-censorship. Media, Culture & Society, 0(0). https://doi.org/10.1177/01634437241249175

3.         Shimauchi, S. (2024). Inter-Asia referencing and orientalist consideration of the transnational fandom of Thai boys’ love drama in Japan. Inter-Asia Cultural Studies, 25(3), 386–405. https://doi.org/10.1080/14649373.2024.2336728

4.         Shimauchi, S. (2023). Thai Boys Love drama fandom as a transnational and trans-subcultural contact zone in Japan. Continuum, 37(3), 381–394. https://doi.org/10.1080/10304312.2023.2237709

5.         Iwabuchi, K., & Shimauchi, S. (2023). Inter-Asian perceptions of studying ‘abroad’in Asia: analysis of Japanese students’ discourse. Globalisation, Societies and Education, 1-12. https://doi.org/10.1080/14767724.2023.2272739

6.         Yonezawa, A., & Shimauchi, S. (2023). Gaining International Perspectives Through Undergraduate Education: Comparative Case Analysis Focusing on International Liberal Arts Provision. In The Reinvention of Liberal Learning Around the Globe (pp. 31-52). Singapore: Springer Nature Singapore.

7.         Sakurai, Y., Shimauchi, S., Shimmi, Y., Amaki, Y., Hanada, S., & Elliot, D. L. (2022). Competing meanings of international experiences for early-career researchers: a collaborative autoethnographic approach. Higher Education Research & Development, 41(7), 2367-2381. https://doi.org/10.1080/07294360.2021.2014410

8.         Shimauchi, S., & Kim, Y. (2020). The influence of internationalization policy on master’s education in Japan: A comparison of “super global” and mass-market universities. Higher Education Policy, 33(4), 689-709. https://doi.org/10.1057/s41307-020-00204-y

9.         Shimauchi, S. (2018). English-medium instruction in the internationalization of higher education in Japan: Rationales and issues. Educational Studies in Japan, 12, 77-90.

10.      Yonezawa, A., Hoshino, A., & Shimauchi, S. (2017). Inter-and intra-regional dynamics on the idea of universities in East Asia: perspectives from Japan. Studies in Higher Education, 42(10), 1839-1852. https://doi.org/10.1080/03075079.2017.1376875

[Peer-reviewed articles in Japanese]

1.         嶋内佐絵. (2023). 言葉をまたいで書くという政治的で文化的な営みについて. 国際学報, 61-68.

2.         嶋内佐絵. (2021). 韓国における 「国際」 的で 「学際」 的な学士課程の展開. 大学論集, 53, 85-101.

3.         米澤彰純, 嶋内佐絵, & 劉靖. (2019). 東アジアにおける 「大学」 概念の形成と変容 機能としてのトランスレーションに注目して. 教育学研究, 86(2), 225-236.

4.         嶋内佐絵. (2014). 非英語圏における英語による高等教育プログラムとその課題-日韓旗艦大学の留学生に対する質的調査から. アジア教育, 8, 29-42.

5.         嶋内佐絵. (2014). 何故, 英語プログラムに留学するのか?── 日韓高等教育留学におけるプッシュ・プル要因の質的分析を通して──. 教育社会学研究, 94, 303-324.

6.         嶋内佐絵, & 寺沢拓敬. (2012). 英語力がアジア人意識に及ぼす効果―アジア・バロメーターとアジア学生調査の計量分析を通して―. アジア英語研究, 14, 85-106.

7.         嶋内佐絵. (2012). 日本における高等教育の国際化と 「英語プログラム」 に関する研究. 国際教育, 18, 1-17.

[Book]

嶋内佐絵（2016）『東アジアにおける留学生移動のパラダイム転換 —大学国際化と「英語プログラム」の日韓比較』東信堂.

米澤彰純・嶋内佐絵・吉田文編著（2022） 『学士課程教育のグローバル・スタディーズ』明石書店.

[Book Chapter]

1.         嶋内佐絵「大学「国際化」の二面性　留学生移動と教育における言語に注目して」. 崎山直樹, 二宮祐, 渡邉浩一編（2022）　『現場の大学論: 大学改革を超えて未来を拓くために』. ナカニシヤ出版

2.         Shimauchi, S. (2018). Gender in English-medium instruction programs: Differences in international awareness. English-medium instruction in Japanese higher education: Policy, challenges and outcomes, 180-194.

3.         嶋内佐絵（2013）「北東アジアにおける高等教育の国際化と言語」樋口謙一郎編『北東アジアのことばと人々』第11章,大学教育出版, 119-217.

4.         嶋内佐絵 (2013). 東アジアにおける高等教育の国際化・地域化と言語. 黒田一雄編 『アジアの高等教育ガバナンス』(第五章)(アジア地域統合講座総合研究シリーズ), 3, 92-117.

專題演講人：國立臺灣師範大學教育學系 林子斌教授

一、簡介

林子斌教授任職於臺灣師範大學教育學系並擔任師資培育學院院長，過去曾擔任臺師大副教務長、教學發展中心主任、雙語教育推動辦公室副主任、英語授課教學資源中心副執行長、教育學系副主任、師資培育處實習輔導組組長等職務。林教授曾服務於新加坡南洋理工大學國立教育學院(National Institute of Education, Nanyang Technological University)與英國Bournemouth大學。林教授2023年是英國倫敦大學學院之教育研究院(UCL Institute of Education)榮譽教授(Honorary Professor)，同時在香港教育大學(Education University of Hong Kong)研究生院擔任兼任教授(Adjunct Professor)。林教授也曾於日本九州大學擔任訪問教授。在高等教育機構管理與國際學術交流上，均有豐富經驗。

林子斌教授是臺灣十二年國民基本教育課程推動委員會第二屆國中分組的副召集人，且擔任國民與學前教育署所推動的部分領域融入雙語教學計畫的主持人，負責臺灣201校之雙語教育推動。此外，也協助教育部資科司執行國民中小學數位深耕計畫，負責國際合作組學校的雙語暨國際教育課程發展與推動。此外，林子斌教授也是第一屆十二年課綱推動委員會素養導向小組的委員，亦擔任教育部諸多審查委員會之成員。同時，自2017年起，林教授也負責帶領臺師大的師資培育生進行海外實習與見習，進行師藝司之海外史懷哲計畫，足跡遍佈瑞典、新加坡、日本與印尼等國。林子斌教授曾擔任臺灣多個縣市之校長遴選委員，並參與多個縣市之雙語教育推動計畫。

在學術研究上，在過去十餘年間，林子斌教授一共出版八十多篇中英文期刊論文、專書論文，並編輯兩本英文專書與四本中文編輯專書，並有一本中文專著出版。而林教授曾任臺灣TSSCI期刊「教育研究集刊」之執行編輯，目前亦是數本TSSCI、SCOUPS期刊之編輯委員。而在計畫執行上，在英國、新加坡與臺灣共執行30個以上之研究案。而林子斌教授在教學上也獲得臺灣教育部教學實踐研究計畫績優獎(當年度獲獎率為7%)，兩度獲得臺師大教學優良獎、一次傑出服務獎，以及超過十次的彈性薪資獎勵與優聘教授獎勵。

二、著作

Kasai, H., & Lin, T.-B. (2023). Language education as a site for identity negotiation: The practice of new immigrant language instruction in Taiwan. Cogent Education, 10(2), 2238151. https://doi.org/10.1080/2331186X.2023.2238151

劉堯馨、林子斌（2023）。雙語教育推行之探討：以臺北市一所雙語實驗課程國中為例。師資培育與教師專業發展期刊，16(1)，29-55。 https://doi.org/10.53106/207136492023041601003

黃家凱、林子斌（2022）。國際教學實習對國際素養與教學專業的影響與啟發：以 X 大學為例。師資培育與教師專業發展期刊，15(3)，25-50。

黃家凱、林子斌（2022）。我國雙語師資培育的挑戰與解決建議。臺灣教育評論月刊，11(8)，1-5。

黃雁祥、紀茂嬌、林子斌（2022）。尊重與信任的體現：英國高教待遇之多重個案研究。教育科學研究期刊，67(2)，63-93。https://doi.org/10.6209/JORIES.202206_67(2).0003

林子斌（2022）。跨文化溝通的基礎：臺灣雙語教育的實踐與挑戰。課程研究，17(1)，1-13。

劉美慧、林子斌、廖弘民、徐芝君（2022）。從選擇中開創機會：國立臺灣師範大學專業課程雙語化之推動策略。教育研究月刊，336，41-52。

林子斌（2022）。疫情下的科技、資訊與媒體素養：學校現場之回應。中等教育季刊，73(1)，6-10。

Fang, T., Wang, L.-Y., Lin, T.-B., & Huang, C.-K. (2022). To stay or leave: a multiple-case study of the retention of native English-speaking teachers in Taiwan. Asia Pacific Education Review, 23, 325–340.  https://doi.org/10.1007/s12564-022-09756-7

Vickers, E., & Lin, T.-B. (2022). Introduction: Education, Identity, and Development in Contemporary Taiwan. International Journal of Taiwan Studies, 5-18 . https://doi.org/10.1163/24688800-20211141

Lin, T.-B., & Huang, C.-K. (2021). Taiwanese Higher Education in Times of Change: The Implications of the New Policy 2018. International Journal of Taiwan Studies, 5(1), 19-41. https://doi.org/10.1163/24688800-20211141

林子斌（2021）。雙語教育實踐的要素：雙語教師專業學習社群之運作與功能初探。教育研究月刊，327，4-13。

Lee, W.-C., Neo, W.-L., Chen, D.-T., & Lin, T.-B. (2021). Fostering changes in teacher attitudes toward the use of computer simulation: Flexibility, pedagogy, usability, and needs. Journal of Education and Information Technologies, 26,4905–4923. https://doi.org/10.1007/s10639-021-10506-2

Ferrer, A., & Lin, T.-B. (2021). Bilingual Education in a Multilingual Nation: A Study of the 2030 Bilingual Nation Policy in Taiwan. Journal of Multilingual and Multicultural Development.  https://doi.org/10.1080/01434632.2021.1909054

林子斌、羅仟雅、黃家凱（2021）。精進探究的基礎：教育研究法課程的教學創新歷程。教學實踐與創新期刊，4(1)，1-44。

林子斌（2021）。建構臺灣「沃土」雙語模式：中等教育階段的現狀與未來發展。中等教育季刊， 72(1)，6-17。

王俞蓓、林子斌（2021）。雙語教育的推行模式：從新加坡、加拿大的經驗反思臺灣雙語政策。中等教育季刊， 72(1)，18-31 。

林子斌（2021）。臺灣本土雙語教育的推動：國中小可以怎麼做？師友月刊，626，58-63。

林子斌、吳巧雯（2021）。公立國民中學推動雙語教育之挑戰與回應：政策到實踐。教育研究月刊，321，30-42。

林子斌（2020）。臺灣雙語教育的未來：本土模式之建構。臺灣教育評論月刊，9(10)，8-13。

黃家凱、林子斌（2020）。師「知」寰宇：國立臺灣師範大學師資生國際教育實習研究。中等教育季刊，71(2)，10-35。 

江宜芷、林子斌（2020）。當「大學選才」遇見「高中育才」：大學多元入學考招改革的批判論述分析。教育研究與發展期刊， 16(1)， 1-34。

林子斌、黃家凱（2020）。反思雙語教育：從新加坡的雙語經驗看臺灣的政策與作法。臺灣教育雙 月刊， 721，1-12。

Luan, L., Liang, J.-C, Chai, C-S., Lin T.-B., & Dong, Y. (2020). Development of the new media literacy scale for EFL learners in China: a validation study. Journal of Interactive Learning Environments,1-14.  https://doi.org/10.1080/ 10494820.2020.1774396.

林子斌 (2019)。新加坡教育國際化的助力：雙語教育之發展與啟示。教育研究月刊，305，116-125。