黃振豊(Chen-Li Huang): Write Your Teaching
collaborative action research, OER, MOOCs, bilingualism, lifelong learning, academic writing, host international scholar
collaborative action research, OER, MOOCs, bilingualism, lifelong learning, academic writing, host international scholar
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黃振豊
國立臺東大學教育學系教授
Chen-Li Huang
Professor, Department of Education, Taitung University, Taiwan
Fulbright Senior Research Grantee 2017-2018
UC Santa Barbara Visiting Scholar 2017-2018
PHD, Department of Education, Taiwan Normal University
E-mail: nttu333@gmail.com
TEL: (o) 886-89-517563
Research Interests: Collaborative Action Research, MOOCs, EMI, OER, Educational Technology, Lifelong Learning, Contemporary Educational Thoughts, Academic Writing, and Visiting Scholar Overseas.
Website: https://sites.google.com/view/nttu333
Publication: (Welcome collaborative research, co-writing, and co-teaching)
Tayor, C., & Huang, C. L. (2022). Examining why most Taiwanese grade three senior high school students do not participate in extensive reading. Hsiuping Journal, 45, pp.157-180.
黃振豊(2022)。教師對偏鄉雙語教育的看法與建議。教育研究月刊，334，127-144.
Huang, C. L. (2022). Rural college students’ perceived problems of online learning and their suggested solutions. Journal of Tzu Chi University of Science and Technology, 11, 67-98.
Huang, C. L., Talor, C., Wang, H. Y., Liao, W. M., Hung, W. L. (2022). Limited-English proficiency students' perceived effectiveness of multiple pedagogical strategies. HungKuang Academic Review, 89, 215-237.
Huang, C. L., Liao, W. M., Tsai, I. H., Wang, H. Y., Huang, K. C., & Taylor, C. (2022). The feasibility, ideas, practices, and suggestions of implementing international education through English-medium instruction. Tzu-Chi University Journal of Educational Research, 18, 69-108. (202204) (ISSN: 1814-5205)
Huang, C. L. (2021). The Effects of Instructional Strategies on Students’ Attitudes toward English Learning. Journal of Educational Theory and Practice, 43, 1-28.
Huang, C. L. (2021). Empowering Disadvantaged Colleges through MOOCs. Mackay Journal, 18, 17-44.
Taylor, C., & *Huang, C. L. (2021). Taiwanese English Teachers’ Attitudes to Extensive Reading. Journal of Tzu University of Science and Technology, 10, 163-198. (*corresponding author).
Huang, C. L. (2020). Ideas, Practices, Criticisms, and Implications of MOOCs as a New Path for Eco-Friendly Pedagogy. Educational Review, 55, 119-161. (TSSCI)
黃振豊(2020)。廣泛閱讀作為英語文素養導向教學之理念、實踐與評析。臺東大學教育學報，31(2)，79-110。
Huang, C. L. (2020). Teachers' perceived problems and provided suggestions regarding professional development by online courses. Journal of Nanya, 40, 216-238.
Huang, C. L. (2019). Promoting L2 scholars’ English academic writing development through massive open online courses. Journal of Education Studies, 53(2), 1-30.
Huang, C. L., & Walters, B. G. (2019). Caring as a teacher virtue: Objections, responses, and affirmation. Journal of Educational Research and Development, 15(3), 59-92. (TSSCI)DOI 10.3966/181665042019091503003
Huang, C. L. (2018). Generating new paths for teacher professional development (TPD) through MOOCs. Journal of Educational Research and Development, 14(1), 35-72. (TSSCI) DOI 10.3966/181665042018031401002
Huang, C. L. (2018). Individual-based Liberal’s and Communitarian’s Environmental Perspectives towards the Holistic Environmental Model. Journal of Southern Taiwan University of Science and Technology, 3(1), 73-88.
黃振豊(2017)。透過磨課師優化偏鄉教育。教育研究學報，51(2)，71-94。
Huang, C. L. (2017). The characteristics of MOOCs learning and its Implications for schooling. Curriculum & Instruction Quarterly, 20(4), 177-209. (TSSCI)
Huang, C. L. (2017). MOOCs as eco-friendly learning for achieving the 3Rs. Journal of Education, 37, 149-187.
Huang, C. L. (2017). Teacher should teach students to be informed consumers to diminish the impact of hyper-consumerism on environmental. Journal of Tzu University of Science and Technology, 4. 59-88.
Huang, C. L., & Waters, B. (2016). Education for leisure in MOOCs. Journal of Nanya, 36, 346-368.
Huang, C. L. (2016). MOOCs as a Solution for High School Seniors’ College Admission Problems. Journal of Educational Research and Development, 12(2), 89-118.
黃振豊(2016)。Nel Noddings「教學即關係性實踐」之析論。教育研究學報，50(1), 頁1-22。
Huang, C. L. (2015). MOOCs for lifelong learning. Journal of Adult and lifelong learning, 25, 1-36.
黃振豊(2015)。磨課師通識課程分析：以TaiwanMOOCs為例。樹德通識教育專刊，第九期，頁23-50。
Huang, C. L. (2015). The ideas, practices, influences, and implications of Sandel’s open education. Research of Educational Communications and Technology, 110, 1-17.
Huang, C. L. (2013). General Educational Theory and Practice: Michael Sandel’s Moral Reasoning 22 Course in Harvard University’s General Education as an Exemplar. Journal of General Education, 2(2), 239-260.
黃振豊(2011)。Alasdair MacIntyre之教學非實踐觀之爭論與評議。鵝湖，437，頁25-35