文學院
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院成立於民國44年，歷經50餘年的銳意發展，目前設有國文、英文、歷史、地理、臺文等5個學系、翻譯和臺灣史2個獨立所，以及全球華人寫作中心和國際臺灣學研究中心。除臺史所僅設碩士班，其餘6個系所均設有碩、博士班；目前專兼任教師近250人，學生約2500餘人。
本院早期以培養優秀中學國文、英文、歷史和地理教師為鵠的，臺灣中學語文和史地教育的實踐與成功，本院提供不可磨滅的貢獻。近年來，本院隨師範體系轉型而調整發展方向，除維持中學師資培育的優勢外，也積極朝理論研究和實務操作等面向前進。目前，本院各系所師培生的教師檢定通過率平均在95%以上；非師培生在文化、傳播、文學、應用史學及環境災害、地理資訊系統等領域發展，也已卓然有成。
本院各系所教師的研究能量極為豐富，參與國內外學術活動相當活躍。根據論文數量、引用次數等指標所作的學術力評比，本院居人文領域全國第2名。各系所之間，無論是教師的教學與研究，或學生的生活與學習，都能相輔相成、榮辱與共，彼此渾然一體，足堪「為師、為範」而無愧。
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Item 高中與高職課本篇章連結性與可讀性測量：以Coh-Metrix分析(2020) 蔡欣諭; Tsai, Hsin-Yu傳統可讀性測量通常包含字長、句長，以及字頻。然而，連接詞在文章結構處理和理解上也扮演重要的角色，對以英語為外語(EFL)的高中階段特為重要。本研究從三面向來檢視高中(RHS)和高職(VHS)在說明文的差異—語言特色、連接詞、可讀性公式。 首先，說明文先在一個線上自動文章處理工具Coh-Metrix 3.0處理完畢後，所產生的88個項目再被選來進行統計分析。第二、多變異量(MANOVA)和變異數分析(ANOVA)顯示高職和高中主要差異在於語言特色與可讀性公式，卻很少差異源自於連接詞。高職文章語言性比較簡單，時間性連接詞與字詞多樣性也顯著地較高中來得高。第三、高職文章在可讀性公式Flesch Reading Ease (FRE)和 Coh-Metrix L2顯著地高，而高中文章則在Flesch-Kincaid Grade Level (FKG) 顯著地高。 基於這些發現，一些教育上的意義提供給課本編寫者和英文老師作為參考。期望本研究結果能增加對高中與高職課本語言特色、連接詞、可讀性三方面的了解，作為未來在教學、攥寫與選擇108課綱新課本的參考。Item 慣用語串教學對高職學生之聽力和閱讀能力的影響(2007) 蔡欣磊本文旨在研究學校課堂中慣用語串的教學對於台灣高職學生的聽力和閱讀能力的效益。四十八名台北市私立高職的女學生參與此項研究，他們被列為實驗組，並且接受了為期二十九週的慣用語串教學，控制組則無。本實驗用全民英檢初級的網路公開測試版來檢測所有參與者的聽力和閱讀能力，此外實驗組還填寫一份問卷，藉以了解他們在實驗末期的英語學習方法和態度以及對於慣用語串教學法的觀感。 研究結果顯示，在接受慣用語串教學之後，台灣高職學生的聽力和閱讀能力都有顯著的進步。實驗結果證明，在教師適度的引導之下，學生能夠經由自行探索的方式習得慣用語串的知識，並且成功地運用語塊的概念於實際的閱讀情境，然而在聽力上學生自認尚無法應用慣用語串來獲得立即的理解。研究結果也發現，台灣高職學生對於慣用語串教學抱持正面的態度，他們認為慣用語串可以提升其整體的英語能力，但是學生們的學習動機並未因此而有顯著的提升。Item 高中高職聯考地理科試題的品質及其對國中地理教學正常化的影響(國立臺灣師範大學地理學系, 1993-06-01) 陳國川; 翁國盈This study is based on the viewpoint of practice. It is the attempt to evaluate the influ-ence of geography questions in the joint entrance examinations of senior high schools and voca負ional schools on geography teaching normalization of junior high schools. The approach includes (1). evaluating the quality of geography questions in several categories of joint entrance examinations 1992;(2) analysing the content validity and structural form of geography questions in the stage examinations of junior high schools 1991;(3) investigating the geography teaching situation in junior high schools. The result reveals as the following: 1. The quality of geography questions in the joint entrance examinations of public senior high schools and vocational schools has been improved a lot through endeavour for more than 10 years. But the content validity and structural form of geography questions in the joint entrance examinations of junior colleges still need a further improvement. 2. The content validity and structural form of geography questions in the stage examina負ions of junior high schools are not so good as we expect. It reflects that the content and direction of geography teaching in junior high schools still have some problems. 3. Certainly the content and quality of geography questions in the joint entrance examina負ions affect the teaching direction in junior high schools. But apparent improvement of geogra計hy questions has only been done in the joint entrance examinations of public senior high schools and vocational schools, the effect of guiding a normal teaching is not obvious yet. 4. The reasons that the effect of guiding a teaching normalization is not satisfactory are (1) the quality of geography questions in the jojnt entrance examinations of junior colleges is not improved simultaneously; (2) the authorities of educational administration and geography teach苟rs in junior high schools do not comprehend completely that the evaluation and teaching are indivisable parts in a whole teaching process. Evaluation belongs to evaluation, and teaching belongs to teaching, consequently both of teachers and learners will not focus their concentra-tion on the proper objectives and points of emphasis.Item 臺灣省立高職職考地理試題的項目分析(國立臺灣師範大學地理系學會, 1993-06-01) 陳國川; 翁國盈Item 高中高職聯考地理科試題的品質及其對國中地理教學正常化的影響(地理學系, 1993-06-??) 陳國川; 翁國盈This study is based on the viewpoint of practice. It is the attempt to evaluate the influ-ence of geography questions in the joint entrance examinations of senior high schools and voca?tional schools on geography teaching normalization of junior high schools. The approach includes (1). evaluating the quality of geography questions in several categories of joint entrance examinations 1992;(2) analysing the content validity and structural form of geography questions in the stage examinations of junior high schools 1991;(3) investigating the geography teaching situation in junior high schools. The result reveals as the following: 1. The quality of geography questions in the joint entrance examinations of public senior high schools and vocational schools has been improved a lot through endeavour for more than 10 years. But the content validity and structural form of geography questions in the joint entrance examinations of junior colleges still need a further improvement.2. The content validity and structural form of geography questions in the stage examina?tions of junior high schools are not so good as we expect. It reflects that the content and direction of geography teaching in junior high schools still have some problems. 3. Certainly the content and quality of geography questions in the joint entrance examina?tions affect the teaching direction in junior high schools. But apparent improvement of geogra?phy questions has only been done in the joint entrance examinations of public senior high schools and vocational schools, the effect of guiding a normal teaching is not obvious yet.4. The reasons that the effect of guiding a teaching normalization is not satisfactory are (1) the quality of geography questions in the jojnt entrance examinations of junior colleges is not improved simultaneously; (2) the authorities of educational administration and geography teach?ers in junior high schools do not comprehend completely that the evaluation and teaching are indivisableItem 試評「高職免試入學統一命題定期考查」之「新題型」(國立台灣師範大學英語學系, 2000-07-??) 許珮甄