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傳習方案 - 教學資源網

http://teaching.ndhu.edu.tw/files/11-1095-5575.php

傳習制度乃參考美國之作法,以師徒概念為主,由資深傑出教師擔任 傳承者 (Mentor),新進教師扮演 學習者 (Mentee),雙方共同擬訂教學或研究目標。 97-1傳授者 林子強副教授 李大興教授/學習者 劉承邦助理教授. 結案報告 97-1傳授者 蕭朝興教授/學習者 侯介澤助理教授. 結案報告 97-1傳授者 高月霞副教授/學習者 周慧君助理教授. 結案報告 97-1傳授者 許鈞瓏副教授/學習者 林群傑助理教授. 結案報告 97-1傳授者 劉唯玉教授/學習者 林玟秀助理教授. 結案報告 97-1傳授者 鄭獻勳副教授/學習者 陳震宇助理教授. 結案報告 97-1傳授者 陳鏡羽教授/學習者 劉惠萍副教授. 結案報告 97-1傳授者 李維倫副教授/學習者 藍玉玲助理教授.

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相關連結 - 教學資源網

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教師社群 - 教學資源網

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第一條 國立東華大學教學卓越中心 以下簡稱本中心 為鼓勵本校教師組成教師教學成長社群,以推動教學主題經驗分享、教材教法創新、課堂行動研究及運用於教學之策略,營造永續發展的教師教學專業成長機制,達成增進教師教學效能及自我成長之目的,建立東華特色的教師教學成長社群,特訂定本辦法。 第二條 教師教學成長社群計畫 以下簡稱本計畫 之成員,應由本校專任教師至少三人組成,教師成員不限學院、科系,並應推舉一位專任教師擔任召集人。 第七條 每社群於執行期間每個月 可不含寒暑假 至少進行一次集會,每次會後應填寫活動紀錄表 (含活動照片)。 教師教學成長社群實施辦法 第一條 國立東華大學教學卓越中心 以下簡稱本中心 為鼓勵本校教師組成教師教學成長社群,以推動教學主題經驗分享、教材教法創新、課堂行動研究及運用於教學之策略,營造永續發展的教師教學專業成長機制,達成增進.

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教學案例 - 教學資源網

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精進教學 - 教學資源網

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