可使用的課程
宗教與人類專題：從智人、神人到科技人的宗教問題-1Seminar on Religion and Humanity-1
- 教師: 呂凱文 kwlu
佛教心理學專題-1Seminar on Buddhist Psychology-1
- 教師: 黃國清 gqhuang
法華思想專題-1Special Topics on The Thought of Saddharmapundarika-sutra-1
- 教師: 釋永本 tlhbun2015
宗教療癒專題-1Seminar on Religious Healing-1
- 教師: 謝金汎 fan95
阿含經專題-1Seminar on Agama Sutta-1
- 教師: 釋覺明 chueming
佛教教育專題-1Buddhist Education-1
本課程採遠距教學方式，旨在引領學生解析佛教本質與經典的教育觀，及其在教育領域的實踐。善用問題導向學習，讓學生自主探索佛教教育意涵、教法與情境，解析心經、金剛經與六波羅密隱含的教育思想、教與學與情境，探究佛教生命、經典、傳記等教育的課程與教學設計，及前述在教育領域的應用，以增進學生對佛教的體悟及其在教育的實踐。
碩士生
具備對佛教領域的初步相關知識(通過佛學基礎知識測驗) 具備錄影報告影片、製作PPT、運用遠距教學軟體等能力
1.剖析佛教的本質與重要經典，以增進專業知能。
2.解析闡述佛教本質與經典的教育觀，以強化專業力。
3.探究佛教生命、經典、傳記等教育的課程與教學設計，以深耕實務力。
4.評析並持續改善佛教本質與經典在教育領域的運用，以精進生命力。
教師：李坤崇
【學歷】國立政治大學教育研究所博士
【研究領域】課程與教學、研究法、測驗與評量
【重要期刊論文】
1.李坤崇(2020)。行知導向三成教育的理念與架構。教育研究月刊，319。
2.李坤崇(2018)。成人成才成功的成果導向教育。教育研究月刊，295，35-51。
3.李坤崇(2014)。模組化、學程化及分流化的成果導向課程模式。教育研究月刊，240，5-18。
4.李坤崇(2009)。成果導向的課程發展模式。教育研究月刊，186，39-58。
5.李坤崇(2008)。九年一貫課程的總綱四次變革及展望。教育研究月刊，175，5-21。
6.李坤崇(2007)。高中新課程綱要總綱修訂的理念與特色。教育研究月刊，159，106-120。
【聯絡方式】
1.校內分機：1100
2.E-MAIL：lkclkc@nhu.edu.tw
【辦公室時間Office Hour】Links
【個人網頁】Links
教師：釋慧開
【學歷】美國天普大學 宗教學系 博士
【研究領域】宗教哲學、儒家哲學、臨終關懷、東西方宗教傳統與生死探索
【重要期刊論文】
1. 2009.01，佛教臨終與往生助念之理論建構芻議 -以《瑜伽師地論》為主之初探，《生死學研究》第九期。
2. 2009.07，東、西方宗教觀的對比與會通，《生命教育研究》第一卷第一期。
3. 2007.10，和孩子一起看人生風景，師友月刊第484期，頁21-26。
4. 2006.01，明代醫籍中的女性診療問題，《生死學研究》第三期，頁164-207。
5. 2006.07，人天師範 vs. 轉輪聖王 -從釋迦佛陀論出世與入世的抉擇課題，《普門學報》第三十四期，頁9-38。
【個人著作】
1. 生命的永續經營(上、中、下三冊)，香海文化出版社， 2020.09。
2.臨終與生死關懷，華都文化出版社，2018.02。
3.悲傷輔導理論與實務：自助手冊，揚智出版社，2015.08。
4.生命是一種連續函數，香海文化出版社，2014.06。
【聯絡方式】
1. 校內分機：56344
2. E-mail：hk84000@nhu.edu.tw
3. 實體辦公室地點：學慧樓H344
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教師：李芝瑩
【學歷】台中教育大學語文教育學系 教育學博士
【研究領域】人間佛教研究、佛教生命教育研究、當代佛教傳記改編、台灣宗教民俗與文學
【重要期刊論文】
1. 2021.1，從《星雲禪話》探究佛光人間生活禪的內涵及實踐，《人間佛教學報藝文》31期，頁90-107
2. 2020.11，共享中實踐平等、共榮中體現緣起-世界神明聯誼會的特色與價值，《世界神明聯誼會學術論文集》，頁42-61
3. 2019.3，星雲大師《佛法真義》的破立之道《人間佛教學報藝文》 20期，頁112-127
4. 2018.7，典範重塑，從《話說十大弟子》談佛教生命教育的當代實踐《人間佛教學報藝文》16期，頁84-103
5. 2017.8，「傳記」作為生命教育教材的理念辨析與教學實踐《教育研究月刊》280期，頁79-91
6. 2016.2，「動畫」與「教化」：印順法師傳記動畫之敘事特色，《東方文化》第五輯，頁 151-180，慈濟學校財團法人慈濟大學東方語文學系
7. 2015.6，人間佛教生命教育的理念與實踐：以南華大學通識生命涵養課程為例，《教育研究月刊》254期，頁60-75
8. 2012.9，印順法師自傳書寫特色及內涵，《玄奘佛學研究》第18期，頁63-90
【聯絡方式】
1. 校內分機：2161
2. E-mail：mori8999@nhu.edu.tw
【辦公室時間】
◎同步辦公時間： 週四 中午12:00-13:00，透過「討論區」即時線上詢問、交流。
◎實體辦公時間： 每週六 中午12:00-13:00，請至學慧樓H335。
課程助教：莊昕頤
【修學系所】產品與室內設計學系
【聯絡方式】E-MAIL：11029010@nhu.edu.tw
同課程助教
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週次
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單元名稱
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授課教師
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單元學習目標
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單元課程內容
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單元教學活動
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授課方式
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討論議題
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作業
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1 |
課程簡介及遠距教學說明/教育本質與佛教本懷
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李坤崇
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1.瞭解課程架構與教學內涵、作業及評量。
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1-1佛陀本懷的教育宗旨與哲學
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◎本週採取教學活動主要為：講述、議題討論、指定作業、單元測驗、自主學習、合作學習等。
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1.非同步教學
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1.請以任一經律論的一句或一段來說明佛陀的教育宗旨或目的？
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作業：請組隊，以完成修課準備與分工。 |
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2 |
心經的意涵
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李坤崇
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1.闡述心經的經名意涵。
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1.2-1般若波羅蜜多心經A：心經1515
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◎本週採取教學活動主要為：講述、議題討論、指定作業、單元測驗、自主學習等。
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1.非同步教學
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1.請說明心經正宗分的重點？
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作業：請扼要闡述心經序分的意涵？ |
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3 |
心經的教育觀
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李坤崇
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1.分析心經的教育原理。
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1.3-1心經的教育觀A：教育原理2302 |
◎本週採取教學活動主要為：講述、議題討論、指定作業、單元測驗、自主學習、實例分析等。
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1.非同步教學
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1.請說明心經的教育原理或方法？
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作業：請扼要闡述心經的教育目的？ |
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4 |
金剛經的教育觀(一) |
李坤崇
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1.分析金剛經的無我觀。
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1. 4-1《金剛經的無我觀-來一杯無我茶》永本法師2433 |
◎本週採取教學活動主要為：講述、議題討論、指定作業、單元測驗、自主學習、實例分析等。
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1.非同步教學
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1.請說明「布施無相」的意涵？
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作業：請扼要說明金剛經的無我觀？ |
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5 |
金剛經的教育觀(二) |
李坤崇
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1.分析金剛經的無住觀。
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1.5-1《金剛經的無住觀-如何點心》永本法師2104 |
◎本週採取教學活動主要為：講述、議題討論、指定作業、單元測驗、自主學習、實例分析等。
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1.非同步教學
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1.請說明「修行無得」的意涵？
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作業：請扼要說明金剛經的無住觀？ |
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6 |
六波羅密的教育觀
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李坤崇
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1.闡述六波羅密的概述。
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1.6-1六波羅密多的概述(總論)1728 |
◎本週採取教學活動主要為：講述、議題討論、指定作業、單元測驗、自主學習、實例分析等。
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1.非同步教學
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1.請說明「布施」如何在教育中運用？
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作業：請以任一經律論的一句或一段來說明六波羅密的持戒？
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7 |
從跨宗教的視野理解佛教的教育理念
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釋慧開
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從東、西方宗教觀之對比與會通理解佛教教化之特質
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1.7-1 東、西方宗教觀之對比與會通2216 |
◎本週採取教學活動主要為：講述、議題討論、指定作業、單元測驗、自主學習、實例分析等。
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1.非同步教學
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1.為什麼我們需要從跨宗教的視野理解東、西方各大宗教？這對於我們理解佛教有何助益？
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作業：觀察及理解日常生活中的華人宗教信仰特質
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8 |
佛教的教育意涵以及對現代教育的啟示
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釋慧開
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1.從宗教一詞的語意探源及詞意解析闡釋佛教教育的核心意涵。
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1.8-1 宗教一詞的定義與詮釋1900
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◎本週採取教學活動主要為：講述、議題討論、指定作業、單元測驗、自主學習、實例分析等。
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1.同步教學
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1.如果說佛教≠宗教，而且佛教＝教育，這樣的主張是否有道理？
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作業：西文“religion”一字與漢語「宗教」一詞的語源及文化脈絡之探究
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9 |
佛教的宗教信念與教育理念
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釋慧開
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1.深入理解佛教的基本宗教信念。
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1. 9-1 宗教信念1756
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◎本週採取教學活動主要為：講述、議題討論、指定作業、單元測驗、自主學習、實例分析等。
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1.非同步教學
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1. 從東、西方宗教觀的對照及異同，闡述佛教的宗教信念之特徵與教育意涵
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作業：能闡述菩薩道「四弘誓願」的教育意涵
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10 |
佛教的教學方法：隨緣化導，應機施法
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釋慧開
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1.解析佛教教學方法的核心理念：成熟眾生與攝受眾生。
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1. 10-1四悉檀：「世界悉檀」(7:36) |
◎本週採取教學活動主要為：講述、議題討論、指定作業、單元測驗、自主學習、實例分析等。
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1.非同步教學
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1.「四悉檀」對於現代教師以及弘法者的啟發
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作業：分辨「各各為人悉檀」與「對治悉檀」的不同
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11 |
佛教的教師資能：菩薩道的資糧，廣學多聞
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釋慧開
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1. 掌握佛教教育之教師資能的基本素養與信念。
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1. 11-1 |
◎本週採取教學活動主要為：講述、議題討論、指定作業、單元測驗、自主學習、實例分析等。
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1.非同步教學
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1. 為什麼說「四無量心」與「四弘誓願」互為表裡？二者之間有何關聯性？
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作業：理解與闡釋「四無礙辯」的現代教育意涵。
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12 |
佛教的教學情境：莊嚴佛土，成熟眾生
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釋慧開
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1.瞭解佛教教育的教學情境設計。
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1. 12-1 教學情境－莊嚴佛土，成熟眾生 |
◎本週採取教學活動主要為：講述、議題討論、指定作業、單元測驗、自主學習、實例分析等。
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1.非同步教學
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2.探討「假如教室像電影院」的教學情境與學習心理需求
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作業：探究佛國淨土的莊嚴對現代教育教學情境的啟發。
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13 |
佛教生命教育課程設計
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李芝瑩
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1.闡述佛教生命教育課程的內涵。
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1. 13-1解析佛教的生命教育內涵35:01 |
◎本週採取教學活動主要為：講述、實例分析、議題討論、指定作業、自主學習、分組合作討論、分組報告等。
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1.線上同步
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1.為什麼佛教的生命教育課程是重要的? |
請從網路上找到一份別人關於「佛教生命教育」的教學影片,並分析其優缺點。
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14 |
佛教傳記教育課程設計
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李芝瑩
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1.闡述佛教傳記教育課程的內涵。
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1. 14-1解析佛教傳記的教育內涵61:09 |
◎本週採取教學活動主要為：講述、實例分析、議題討論、指定作業、自主學習、分組合作討論、分組報告等。
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1.線上同步
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1.佛教傳記的書寫特色為何? |
請以佛教傳記課程中的一個單元做一教案設計。
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15 |
佛教經典教育課程設計
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李芝瑩
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1.闡述佛教經典教育的內涵。
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1. 15-1-1解析佛教經典教育的課程內涵46.26 |
◎本週採取教學活動主要為：講述、議題討論、指定作業、自主學習、實例分析等。
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1.非同步教學
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1.佛教經典的價值何在?請舉一例說明。
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請以《心經》為例，分組設計其8週的課程大綱。
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16 |
佛教教育實務：《心經》的教學設計
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李芝瑩
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1.闡述《心經》教育課程的內涵。
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1. 16-1演示課程的教案範例25:40 |
◎本週採取教學活動主要為：講述、實例分析、議題討論、指定作業、自主學習、分組合作討論、分組報告等。
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1.線上同步
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1.閱讀《心經》對您生活上有何助益? |
作業:請從網路找到別人針對《金剛經》所設計的演講、影片等,觀看後將其融入課程大綱。
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17 |
佛教教育實務：《金剛經》的教學設計
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李芝瑩
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1.分析《金剛經》教育課程的內涵。
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1. 17-1分析《金剛經》教育課程的內涵42.21 |
◎本週採取教學活動主要為：講述、議題討論、指定作業、自主學習、實例分析等。
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1.非同步教學
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1.您認為如何推廣《金剛經》? |
作業: 自行選擇一個與佛教相關之生命教育、經典教育相關等主題，撰寫８週的課程大綱並說明設計的亮點。
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18 |
期末總結、分享(含個別專題報告講評) |
李芝瑩
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1.模擬研討會形式完成佛教教育專題報告發表。 2.能擔任論文評論人講評同學論文。
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18-1 吳小妏報告、高佩妏講評及報告者回應 21:27 18-2 許妤甄報告、劉芷妤講評及報告者回應 13:20 18-3 龔品蓉報告、曾子員講評及報告者回應 08:58 18-4 苗繼云報告、羅竹君講評及報告者回應 11:06 18-5 高佩妏報告、苗繼云講評及報告者回應 09:22 18-6 劉芷妤報告、許妤甄講評及報告者回應 07:41 18-7 羅竹君報告、吳小妏講評及報告者回應 12:19 18-8 曾子員報告、龔品蓉講評及報告者回應 07:14 18-9 林銘信報告、羅竹君講評及報告者回應 10:30 18-10 現場提問及回饋 08:32 18-11 老師講評回饋 07:05 18-12 老師期末總評回饋 10:36 18-13 學生期末學習心得分享 22:11
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◎本週採取教學活動主要為：講述、指定作業、自主學習、專題導向學習、同儕互評、學習自評等。 ◎教學活動規劃：學習時間3時(包括非同步教學) 1.期末專題報告與同儕講評/117分鐘 (1)吳小妏報告、高佩妏講評及報告者回應/21分鐘 (2)許妤甄報告、劉芷妤講評及報告者回應/13分鐘 (3)龔品蓉報告、曾子員講評及報告者回應/9分鐘 (4)苗繼云報告、羅竹君講評及報告者回應/11分鐘 (5)高佩妏報告、苗繼云講評及報告者回應/9分鐘 (6)劉芷妤報告、許妤甄講評及報告者回應/8分鐘 (7)羅竹君報告、吳小妏講評及報告者回應/12分鐘 (8)曾子員報告、龔品蓉講評及報告者回應/7分鐘 (9)林銘信報告、羅竹君講評及報告者回應/11分鐘 (11)現場提問及回饋/9分鐘 (12)老師講評回饋/7分鐘 2.遠距課程期末檢討會議/33分鐘 (1)老師期末總評回饋/11分鐘 (2)學生期末學習心得分享/22分鐘 3.完成任務/作業(請注意期限) (1)作業：講評意見-對於所評專題報告的建議。/30分鐘
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1.實體面授 2.閱讀線上書面教材 3.指定作業
|
|
1.期末專題報告:發表一份與佛教相關之生命教育、經典教育相關等主題的課程大綱並說明設計的亮點。 2.期末講評稿:請講評同學給予被評同學回饋意見。
|
|
成績項目 |
配分 |
評量方式 |
細項配分 |
說明 |
|
平時成績 |
60 |
觀看影音教材 |
20 |
完整觀看非同步教學之教材，依完整看完週次教材比例，依比例計分。 |
|
準時出席直播課程 |
5 |
準時、全程參與直播，依準時、全程參與直播週次比例，依比例計分。 |
||
|
線上平時作業 |
10 |
依每次平時作業成績的得分，換算所有平時作業平均成績再乘以此項配分 |
||
|
線上互動(議題討論) |
15 |
積極參與線上議題討論，依參與週次議題的比例，依比例計分。 |
||
|
面授課堂表現 |
10 |
1.出席率5：基本分3，缺課、遲到或請假，每次各酌予扣分0.5 2.課堂表現5：勤作筆記或學習態度，各酌予加分0.5至2分 |
||
|
期中成績 |
20 |
分組專題報告 |
20 |
分組專題報告，分組口頭報告、個別專題報告的學習評量單及評量規準如附件1 |
|
期末成績 |
20 |
個別專題報告 |
20 |
個別專題報告，學習評量單及評量規準如附件2 |
1.星雲大師(2006)。人間佛教叢書‧人間佛教系列。香海文化。
2.李坤崇(2011)。大學課程發展與學習成效評量。高等教育。
3.李芝瑩(2018)。典範重塑－從《畫說十大弟子》談佛教生命教育的當代實踐。人間佛教學報藝文16期，頁84-103。
4.李芝瑩（2017）。「傳記」作為生命教育教材的理念辨析與教學實踐。《教育研究月刊》280期，頁79-91。
5.李芝瑩（2015）。人間佛教生命教育的理念與實踐：以南華大學通識生命涵養課程為例。《教育研究月刊》254期，頁60-75。
6.李芝瑩（2013）。依佛教因緣法探究「讀經」應用於「品格教育」的重要性，第二屆讀經教育國際論壇論文集，國立臺中教育大學語文教育學系出版。
「請善用圖書館電子書。例如：成就自己的閱讀方法《北大學者談讀書》
http://www.airitibooks.com/detail.aspx?PublicationID=P20130610031」
1.佛教的教育觀專題專題「分組口頭報告」之評量規準
|
項目/符號 |
A(5級分) |
B(4級分) |
C(3級分) |
D(2級分) |
E(1級分) |
|
(1)主題的教育意義、價值(20%) |
能完全掌握意義、價值 |
大部份能掌握意義、價值 |
頗能掌握意義、價值 |
尚能掌握意義、價值 |
未能掌握意義、價值 |
|
(2)課程與教學設計(20%) |
能完全掌握課程與教學 |
大部份能掌握課程與教學 |
頗能掌握課程與教學 |
尚能掌握課程與教學 |
未能掌握課程與教學 |
|
(3)教育實踐與省思(20%) |
能完全掌握實踐與省思 |
大部份能掌握實踐與省思 |
頗能掌握實踐與省思 |
尚能掌握實踐與省思 |
未能掌握實踐與省思 |
|
(4)言辭(10%) |
聲調、語言表達能力均甚佳 |
聲調或語言表達能力均頗佳 |
聲調或語言表達能力欠佳 |
聲調、語言表達能力均欠佳 |
缺席 |
|
(5)儀態(10%) |
禮貌、態度或舉止均佳 |
禮貌、態度或舉止之二頗佳 |
禮貌、態度或舉止之一頗佳 |
禮貌、態度或舉止均欠佳 |
缺席 |
|
(6)團隊表現(20%) |
團隊分工、整合及精神甚佳 |
團隊分工、整合及精神頗佳 |
團隊分工、整合及精神尚佳 |
團隊分工、整合及精神尚可 |
團隊表現不佳 |
|
註：各項目之A、B、C、D、E依據佔配分的 100%、80%、60%、40%、0%。 |
|||||
2.佛教的教育觀專題專題「個別學習心得報告」之評量規準
|
項目/符號 |
A(5級分) |
B(4級分) |
C(3級分) |
D(2級分) |
E(1級分) |
|
(1)學習目標達成度(30%) |
能完全達成目標 |
大部份能達成目標 |
頗能達成目標 |
尚能達成目標 |
未能達成目標 |
|
(2)學習歷程嚴謹度(30%) |
全部歷程認真完整 |
歷程大部份認真完整 |
歷程頗認真完整 |
歷程尚認真完整 |
歷程欠佳 |
|
(3)學習省思適切度(40%) |
能深入省思，精進做法甚佳 |
能深入省思，精進做法頗佳 |
大致能深入省思，精進做法頗佳 |
尚能深入省思，精進做法尚可 |
未能省思 |
|
註：各項目之A、B、C、D、E依據佔配分的 100%、80%、60%、40%、0%。 |
|||||
- 教師: 李坤崇 lkclkc
- 教師: 李芝瑩 mori8999
- 教師: 釋慧開 hk84000
淨土系列經論專題-1Special Topics on Pure Land Scriptures-1
- 教師: 釋慧開 hk84000
印度佛教思想專題-1The Seminar on Indian Buddhism-1
- 教師: 釋覺明 chueming
東方身心技術專題-1Seminar on Technology of Oriental Spirituality-1
- 教師: 羅涼萍 ping022468
民間信仰專題-1Seminar on Folk Beliefs-1
- 教師: 羅涼萍 ping022468
印度教專題-1Seminar on Hinduism-1
- 教師: 呂凱文 kwlu
宗教人類學-1Anthropology of Religion-1
- 教師: 黃國清 gqhuang
佛教禮懺專題-1Seminar on Buddhist Repentance Rituals-1
- 教師: 黃國清 gqhuang
佛教傳記專題-1Seminar on Buddhist Biographies-1
Possess intermediate level of English listening, speaking, reading and writing (about TOEIC 605-780 Intermediate)skills. Possess the ability to make video reports, make PPT, and use distance learning software.
Teaching Objectives：
(1)Be able to analyze the problems and forms of Buddhist
biographical research.
(2)Can summarize the characteristics and value of Buddhist biography.
(3)Be able to use Buddhism's development of biography to solve physical and
mental problems for others or for oneself.
(4)Be able to understand the doctrine and practice of the sect under study.
(5)Be able to use the biographical perspective in life for self-improvement.
教師：李芝瑩
【學歷】台中教育大學語文教育學系 教育學博士
【研究領域】人間佛教研究、佛教生命教育研究、當代佛教傳記改編、台灣宗教民俗與文學
【重要期刊論文】
1. 2021.1，從《星雲禪話》探究佛光人間生活禪的內涵及實踐，《人間佛教學報藝文》31期，頁90-107
2. 2020.11，共享中實踐平等、共榮中體現緣起-世界神明聯誼會的特色與價值，《世界神明聯誼會學術論文集》，頁42-61
3. 2019.3，星雲大師《佛法真義》的破立之道《人間佛教學報藝文》20期，頁112-127
4. 2018.7，典範重塑，從《話說十大弟子》談佛教生命教育的當代實踐《人間佛教學報藝文》16期，頁84-103
5. 2017.8，「傳記」作為生命教育教材的理念辨析與教學實踐《教育研究月刊》280期，頁79-91
6. 2016.2，「動畫」與「教化」：印順法師傳記動畫之敘事特色，《東方文化》第五輯，頁151-180，慈濟學校財團法人慈濟大學東方語文學系
7. 2015.6，人間佛教生命教育的理念與實踐：以南華大學通識生命涵養課程為例，《教育研究月刊》254期，頁60-75
8. 2012.9，印順法師自傳書寫特色及內涵，《玄奘佛學研究》第18期，頁63-90
【聯絡方式】
1. 校內分機：2161
2. E-mail：mori8999@nhu.edu.tw
【 辦公室時間】
◎同步辦公時間： 週四 中午12:00-13:00，透過「討論區」即時線上詢問、交流。
◎實體辦公時間： 每週六 中午12:00-13:00，請至學慧樓H335。
課程助教：楊少庭
【修學系所】南華大學產品與室內設計學系 三年級
【聯絡方式】E-MAIL：11029002@nhu.edu.tw
線上輔導人員：
同課程助教，如上所述。
|
週次 |
單元名稱 |
授課教師 |
單元學習目標 |
單元課程內容 |
單元教學活動 |
授課方式 |
討論議題 |
作業 |
|
1 |
0915/ Course description Why? How to write a biography?
|
Lee Chih-Ying |
1.Understand the course structure, learning methods, course requirements and grading standards 2.Understand the basic concepts of biography 3.Understand the narrative requirements of Buddhist writings |
1-1 Introduction of EMI course 1-2 Requirements and Questions About Biographical Writing 1-3 Discussion about four aspects_How to identify true or false 1-4 Discussion about four aspects_How to present character traits 1-5 Discussion about four aspects_Is the evaluation objective 1-6 Discussion about four aspects_Can description attract readers 1-7 Take Lu Xun as an. example 1 1-8 Take Lu Xun as an example 2 |
◎本週採取教學活動主要為：講述、議題討論、指定作業、自主學習、實例分析、專題導向學習等。 ◎教學活動規劃：學習時間5.8時(包括實體面授) 1.實體面授： 1-1 Introduction of EMI course /19min14sec 1-2 Requirements and Questions About Biographical Writing/13min25sec 1-3 Discussion about four aspects_How to identify true or false/27min35sec 1-4 Discussion about four aspects_How to present character traits/12min48sec 1-5 Discussion about four aspects_Is the evaluation objective/7min19sec 1-6 Discussion about four aspects_Can description acctact readers/11min41sec 1-7 Take Lu Xun as an example1/24min6sec 1-8 Take Lu Xun as an example 2/21min22sec 2.完成任務/作業（請注意期限） (1) Homework: this week's homework / 1hr (2) Collect relevant literature/1hr (3) Asynchronous topic discussion/.5hr |
1.實體面授 2.閱讀線上數位教材 3.非同步議題討論 4.指定作業
|
1.What is the difference between real history and fictional stories? 2.What to pay attention to when reading biographies? |
Aiming for a 1500-word research report at the end of the term, please write down the Buddhist Masters you want to explore and why?
|
|
2 |
0922/ Commentary and Analysis on the Research Papers of Contemporary Buddhist Biography |
Lee Chih-Ying |
1. Explore the Narrative Features of Buddhist Biography 2.Summarize the themes of Buddhist biographical research papers 3. Analysis of the research paper direction of contemporary Buddhist biography 4. Comments on research papers in different categories of Buddhist biography (with examples) |
2-1 Exploring the Narrative Features of Buddhist Biography 2-2 Summarizing the themes of biographical research 2-3 Analyse the direction of research papers in Buddist biography 2-4 Review and analyze research papers of contemporary Buddhist biography
|
◎本週採取教學活動主要為：講述、議題討論、指定作業、自主學習、實例分析、專題導向學習等。 ◎教學活動規劃：學習時間4.1時(包括非同步教學) 1.非同步教學： 2-1 Exploring the Narrative Features of Buddhist Biography/25min49sec 2-2 Summarizing the themes of biographical research/30min3sec 2-3 Analyse the direction of research papers in Buddist biography/16min9sec 2-4 Review and analyze research papers of contemporary Buddhist biography/30min41sec 2.完成任務/作業（請注意期限） (1) This week's homework / 1hr (2) Collect relevant literature/1hr (3) Asynchronous topic discussion/.5hr |
1.非同步教學 2.閱讀線上數位教材 3.閱讀線上書面教材 4.非同步議題討論 5.指定作業
|
1.Please refer to Huang Jingjia's paper to illustrate the important plots of the biography of the eminent monk? 2.What characteristics should an eminent monk have?
|
Please find 2 biographical research papers on Buddhism related to the people you study in your final report, and write an abstract. |
|
3 |
0929/ A Commentary on the Research Methods of Contemporary Biography
|
Lee Chih-Ying |
1. Exploring biographical research methods 2. Investigate the psychological methods of biographical research 3. Comment on the research methods of contemporary Buddhist biography (with examples ) |
3-1 Exploring biographical research methods 3-2 To explore psychological methods of biographical research 3-3 Review and analyze contemporary Buddhist biographical research methods
|
◎本週採取教學活動主要為：講述、議題討論、指定作業、自主學習、實例分析、專題導向學習等。 ◎教學活動規劃：學習時間4.3 時(包括非同步教學) 1.非同步教學： 3-1-1 Exploring biographical research methods/17min30sec 3-1-2 Exploring biographical research methods /13min41sec 3-1-3 Exploring biographical research methods /19min28sec 3-1-4 Exploring biographical research methods /10min55sec 3-2 To explore psychological methods of biographical research /15min21sec 3-3 Review and analyze contemporary Buddhist biographical research methods /26min48sec 2.完成任務/作業（請注意期限） (1) This week's homework / 1hr (2) Collect relevant literature/1hr (3) Asynchronous topic discussion/.5hr (4) Online OFFICE HR synchronous discussion/.5hr |
1.非同步教學 2.閱讀線上數位教材 3.閱讀線上書面教材 4.非同步議題討論 5.指定作業 6.同步議題討論
|
1. From your point of view, why can biographies affect people's psychology? 2. From your reading experience, what is the difference between Eastern and Western biographical literature? |
Select a biographical research method to briefly describe its content. |
|
4 |
1006/ Analysis of Autobiography-The Dimension of Life Narrative |
Lee Chih-Ying |
1. Explore the methods of life narrative 2. Distinguish and analyze the characteristics of autobiography 3. Give an example about the life narrative dimension of Buddhist autobiography
|
4-1 Explore the methods of life narrativeve 4-2 Identify the characteristics of autobiography 4-3 To illustrate the life narrative dimension of Buddhist autobiography
|
◎本週採取教學活動主要為：講述、議題討論、指定作業、自主學習、實例分析、專題導向學習等。 ◎教學活動規劃：學習時間4.6時(包括非同步教學) 1.非同步教學 4-1-1 Explore the methods of life narrativeve /13min30sec 4-1-2 Explore the methods of life narrative /29min10sec 4-2-1 Identify the characteristics of autobiography /12min49sec 4-3-1 To illustrate the life narrative dimension of Buddhist autobiography /18min28sec 4-3-2 To illustrate the life narrative dimension of Buddhist autobiography /20min03sec 2.完成任務/作業（請注意期限） (1) This week's homework / 1hr (2) Collect relevant literature/1hr (3) Asynchronous topic discussion/.5hr (4) Online OFFICE HR synchronous discussion/.5nr |
1.非同步教學 2.閱讀線上數位教材 3.閱讀線上書面教材 4.非同步議題討論 5.指定作業 6.同步議題討論
|
1.Who is the person who has affected your life the most? Why? 2.Which eminent monk do you want to follow as a model?
|
Share your thoughts on a biography which you like |
|
1013/ Biography Comparison - Comparison of Biography of Saints Related to Different Religions |
Lee Chih-Ying |
1. Explore the paradigm writing of hagiographies. 2. Compare the differences between Chinese and Western writing of hagiographies. 3. Compare the characteristics of Chinese and Indian writing of hagiographies. |
5-1 Explore the paradigm writing of hagiographies 5-2 Compare the differences between Chinese and Western writing of hagiographies 5-3 Comparing the characteristics of Chinese and Indian biography writing
|
◎本週採取教學活動主要為：講述、議題討論、指定作業、自主學習、實例分析、專題導向學習等。 ◎教學活動規劃：學習時間5.5時(包括非同步教學) 1.非同步教學 5-1-1 Explore the paradigm writing of hagiographies/14min16sec 5-1-2 Explore the paradigm writing of hagiographies/32min52sec 5-2-1 Compare the differences between Chinese and Western writing of hagiographies/16min17sec 5-2-2 Compare the differences between Chinese and Western writing of hagiographies/16min11sec 5-3-1 Comparing the characteristics of Chinese and Indian biography writing/25min56sec 2.完成任務/作業（請注意期限） (1) This week's homework / 1hr (2) Collect relevant literature/1hr (3) Asynchronous topic discussion/.5hr |
1.非同步教學 2.閱讀線上數位教材 3.閱讀線上書面教材 4.非同步議題討論 5.指定作業
|
1.Who is the person who has influenced you the most in the field of Buddhism? Why?
|
Choose Master Hsing Yun's one of biographies as an example, share your favorite one and explain why you like it.
|
|
|
6 |
1020/ Analysis of Buddhist Biographical Photography Collection - Master Yinshun's Biographical Photography Collection |
Lee Chih-Ying |
1. Explore the research theory of photography and viewing 2. Analysis of the biographical photo collection of Master Yinshun 3.Summarize the features of Master Yinshun's biographical photography collection |
6-1 Explore the research theory of photography and viewing 6-2 Analysis of the biographical photo collection of Master Yinshun 6-3 Summarize the features of Master Yinshun's biographical photography collection
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◎本週採取教學活動主要為：講述、議題討論、指定作業、自主學習、實例分析、專題導向學習等。 ◎教學活動規劃：學習時間4.3時(包括非同步教學) 1.非同步教學 6-1-1 Explore the research theory of photography and viewing/34min56sec 6-2-1 Analysis of the biographical photo collection of Master Yinshun/29min59sec 6-2-2 Analysis of the biographical photo collection of Master Yinshun/10min57sec 6-3-1Summarize the features of Master Yinshun's biographical photography collection/13min11sec 6-3-2Summarize the features of Master Yinshun's biographical photography collection/18min36sec 2.完成任務/作業（請注意期限） (1) This week's homework / 1hr (2) Collect relevant literature/1hr (3) Asynchronous topic discussion/.5hr |
1.非同步教學 2.閱讀線上數位教材 3.閱讀線上書面教材 4.非同步議題討論 5.指定作業
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1.What do you think we should pay attention to in photography in the era of using vision as communication?
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Take three photographs as an example to create a story (see pictures and write a story) |
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1027/ A Comparison of Text Biography and Video Biography - The Biography of Gautama Buddha as an Example |
Lee Chih-Ying
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1. Discuss the problem of adapting the text version to the video version 2. Explore different examples of adapting the story of Buddha Shakyamuni 3. Discuss the future trend of video adaptation
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7-1Discuss the problem of adapting the text version to the video version 7-2Explore different examples of adapting the story of Buddha Shakyamuni 7-3Discuss the future trend of _video adaptation
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◎本週採取教學活動主要為：講述、議題討論、指定作業、自主學習、實例分析、專題導向學習等。 ◎教學活動規劃：學習時間4.8時(包括非同步教學) 1.非同步教學 7-1-1Discuss the problem of adapting the text version to the video version /15min05sec 7-1-2Discuss the problem of adapting the text version to the video version /15min07sec 7-2-1Explore different examples of adapting the story of Buddha Shakyamuni /34min59sec 7-3-1Discuss the future trend of _video adaptation /20min14sec 7-3-2Discuss the future trend of _video adaptation /22min27sec 2.完成任務/作業（請注意期限） (1) This week's homework / 1hr (2) Collect relevant literature/1hr (3) Asynchronous topic discussion/.5hr |
1.非同步教學 2.閱讀線上數位教材 3.閱讀線上書面教材 4.非同步議題討論 5.指定作業 |
1. Which version of Shakyamuni's biography do you like? Why?
2. How did Shakyamuni Buddha influence you?
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Please take the story of Buddha Shakyamuni's life as an example to explain the Buddhist thought? |
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8 |
1103/ Group Discussion (1): Biographical Project- A.B.C |
Lee Chih-Ying |
1. Use grouping to stimulate students' cooperative learning 2. Make good use of topic discussion to inspire students' thinking ability 3. Combine biographical practice to guide life consciousness
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8-1 Video reference:Master Hongyi, why did you leave three wills? 8-2 Group discussion and report-Topic 1: What's the characteristics of Buddhist Biography 8-3 Group discussion and report-Topic 2: What's the difference between text and video biographies 8-4 Group discussion and report-Topic 3: Sharing own life stories by group member |
◎本週採取教學活動主要為：講述、分組合作討論、分組報告、議題討論、指定作業、自主學習、實例分析、專題導向學習等。 ◎教學活動規劃：學習時間5.6時(包括同步教學) 1.同步教學 8-1 Video reference:Master Hongyi, why did you leave three wills? /16min49sec 8-2 Group discussion and report-Topic 1: What's the characteristics of Buddhist Biography /35min46sec 8-2.1 Group discussion-A組/ 6min48sec 8-2.2 Group discussion-B組/ 4min00sec 8-2.3 Group discussion-C組/ 8min09sec 8-3 Group discussion and report-Topic 2: What's the difference between text and video biographies/1hr05min20sec 8-3.1 Group discussion-A組/ 9min38sec 8-3.2 Group discussion-B組/ 9min49sec 8-3.3 Group discussion-C組/ 2min7sec 8-4 Group discussion and report-Topic 3: Sharing own life stories by group member /27min10sec 8-4.1 Group discussion-A組/ 1min33sec 8-4.2 Group discussion-B組/ 18min47sec 8-4.3 Group discussion-C組/ 8min27sec 2.完成任務/作業（請注意期限） (1) This week's homework / 1hr (2) Collect relevant literature/1hr (3) Asynchronous topic discussion/.5hr (4) Online OFFICE HR synchronous discussion/.5nr |
1.同步教學 2.閱讀線上書面教材 3.非同步議題討論 4.指定作業 5.同步議題討論
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1. What did you learn from the stories shared by your classmates?2. How can Buddhism be practiced in life?
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Please upload your own life story. |
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9 |
1110/ Analysis of the Novel Version about Buddhist Biography - The Biography of Gautama Buddha |
Lee Chih-Ying |
1. Explore the features of the biographical novel 2. Analyze the content of the biography of Sakyamuni Buddha written by Master Hsing Yun 3.Summarize the ideological characteristics of Sakyamuni Buddha's biography written by Master Hsing Yun
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9-1Explore the features of the biographical novel /13min17sec 9-2Analyze the content of the biography of Sakyamuni Buddha written by Master Hsing Yun /31min38sec 9-3Summarize the ideological characteristics of Sakyamuni Buddha's biography written by Master Hsingyun /24min12sec |
◎本週採取教學活動主要為：講述、議題討論、指定作業、自主學習、實例分析、專題導向學習等。 ◎教學活動規劃：學習時間4.4時(包括非同步教學) 1.非同步教學 9-1-1Explore the features of the biographical novel /13min17sec 9-1-2Explore the features of the biographical novel /17min05sec 9-1-3Explore the features of the biographical novel /04min42sec 9-2-1Analyze the content of the biography of Sakyamuni Buddha written by Master Hsing Yun /31min38sec 9-3-1Summarize the ideological characteristics of Sakyamuni Buddha's biography written by Master Hsingyun /24min12sec 9-3-2Summarize the ideological characteristics of Sakyamuni Buddha's biography written by Master Hsingyun /16min17sec 2.完成任務 /作業（請注意期限） (1) This week's homework / 1hr (2) Collect relevant literature/1hr (3) Asynchronous topic discussion/.5hr |
1.非同步教學 2.閱讀線上數位教材 3.閱讀線上書面教材 4.非同步議題討論 5.指定作業 |
1. If you were Shakyamuni Buddha, what would you think of the Russian-Ukrainian war and the epidemic?2. Learn about Buddha’s life story from Shakyamuni Buddha’s biography. How does this help you in your spiritual practice? |
Please take a biography of an eminent monk’s novel as an example to analyze the important experiences of the eminent monk’s life and his thoughts.
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10 |
1117/ Analysis of Buddhist Biography in Comics - An Example of the Biography of Gautama Buddha |
Lee Chih-Ying |
1. Explore the biographical features of comics 2. Analysis of the content of Sakyamuni's biography published by Fo Guang Shan 3. Summarize the ideological features of Fo Guang Shan’s publication of the Buddha’s biography of Sakyamuni |
10-1 Explore the biographical features of comics 10-2 Analysis of the content of Shakyamuni's biography published by Fo Guang Shan 10-3 Summarize the ideological features of Fo Guang Shan’s publication of the Buddha’s biography of Sakyamuni
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◎本週採取教學活動主要為：講述、議題討論、指定作業、自主學習、實例分析、專題導向學習等。 ◎教學活動規劃：學習時間4.1時(包括非同步教學) 1.非同步教學 10-1-1 Explore the biographical features of comics/27min57sec 10-2-1 Analysis of the content of Shakyamuni's biography published by Fo Guang Shan/21min24sec 10-2-2 Analysis of the content of Shakyamuni's biography published by Fo Guang Shan/16min23sec 10-3-1 Summarize the ideological features of Fo Guang Shan’s publication of the Buddha’s biography of Sakyamuni/11min47sec 10-3-2 Summarize the ideological features of Fo Guang Shan’s publication of the Buddha’s biography of Sakyamuni/19min46sec 2.完成任務 /作業（請注意期限） (1) This week's homework / 1hr (2) Collect relevant literature/1hr (3) Asynchronous topic discussion/.5hr |
1.非同步教學 2.閱讀線上數位教材 3.閱讀線上書面教材 4.非同步議題討論 5.指定作業 |
1. If the Buddha is in front of you now, what would you say to him?
2. Apart from Buddha, which eminent monk do you want to talk to in depth?
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What is the significance of Buddha becoming a Buddha in the human world from the humanity of humanistic Buddhism? |
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11 |
1124/ Analysis of Buddhist Biography in Comics - An Example of Master Hsing Yun's Biography |
Lee Chih-Ying |
1. Exploring comic adaptation biographies from the perspective of communication 2. Analyze the content of the manga adaptation of Master Hsing Yun 3. Summarize the characteristics of the comic adaptation of Master Hsing Yun's biography |
11-1 Exploring comic adaptation biographies from the perspective of communication 11-2 Analysis of the comic adaptation content of Master Hsing Yun's biography 11-3 Summarize the characteristics of the comic adaptation of Master Hsing Yun's biography
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◎本週採取教學活動主要為：講述、議題討論、指定作業、自主學習、實例分析、專題導向學習等。 ◎教學活動規劃：學習時間4.4時(包括非同步教學) 1.非同步教學 11-1-1 Exploring comic adaptation biographies from the perspective of communication/32min56sec 11-1-2 Exploring comic adaptation biographies from the perspective of communication/11min51sec 11-2-1 Analysis of the comic adaptation content of Master Hsing Yun's biography/25min52sec 11-2-2Analysis of the comic adaptation content of Master Hsing Yun's biography/15min26sec 11-2-3 Analysis of the comic adaptation content of Master Hsing Yun's biography/06min59sec 11-3-1 Summarize the characteristics of the comic adaptation of Master Hsing Yun's biography/12min29sec 11-3-2 Summarize the characteristics of the comic adaptation of Master Hsing Yun's biography/10min33sec 2.完成任務 /作業（請注意期限） (1) This week's homework / 1hr (2) Collect relevant literature/1hr (3) Asynchronous topic discussion/.5hr |
1.非同步教學 2.閱讀線上數位教材 3.閱讀線上書面教材 4.非同步議題討論 5.指定作業 |
1. Which of the words of Master Hsing Yun influenced you the most? Why?
2. Following the above question, how to use this sentence as a daily practice
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How did the life story of Master Hsing Yun inspire you? |
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12 |
1201/ An Analysis of Animated Buddhist Biography - An Example of Master Yinshun's Biography |
Lee Chih-Ying |
1. Explore the characteristics of animation adaptation biographies 2. Analyze the content of the animation adaptation of Master Yinshun's biography 3. Summarize the performance characteristics of the animation of Master Yinshun's biography
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12-1 Explore the characteristics of animation adaptation biographies 12-2 Analyze the content of the animation adaptation of Master Yinshun's biography 12-3 Summarize the performance characteristics of the animated biography of Master Yinshun
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◎本週採取教學活動主要為：講述、議題討論、指定作業、自主學習、實例分析、專題導向學習等。 ◎教學活動規劃：學習時間4.2時(包括非同步教學) 1.非同步教學 12-1-1 Explore the characteristics of animation adaptation biographies/25min26sec 12-1-2 Explore the characteristics of animation adaptation biographies/16min57sec 12-2-1 Analyze the content of the animation adaptation of Master Yinshun's biography/22min15sec 12-2-2 Analyze the content of the animation adaptation of Master Yinshun's biography/12min32sec 12-2-3 Analyze the content of the animation adaptation of Master Yinshun's biography/10min25sec 12-3-1 Summarize the performance characteristics of the animated biography of Master Yinshun/16min34sec
2.完成任務 /作業（請注意期限） (1) This week's homework / 1hr (2) Collect relevant literature/1hr (3) Asynchronous topic discussion/.5hr |
1.非同步教學 2.閱讀線上數位教材 3.閱讀線上書面教材 4.非同步議題討論 5.指定作業 |
1.Explain the pros and cons of animated biographies?
2. Which monk do you like as the main character of the animation?
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How did the life story of Master Yinshun inspire you? |
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13 |
1208/ Group discussion(2): the adaptation of animation biographies- A.B.C |
Lee Chih-Ying |
1. Using groups to motivate students to learn cooperatively
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13-1 Synchronous teaching-video reference:【PAGUI 打鬼】官將首戰鬼王 13-2 Group discussion and report-Topic 1_The experience of watching the animation adaptation of Buddhist biographies-50:07 13-3 Group discussion and report-Topic 2_Viewing experience of manga adaptation biographies-22:45 13-4 Group discussion and report-Topic 3_Sharing the value of contemporary animation adaptation biographies-37:58 |
◎本週採取教學活動主要為：講述、分組合作討論、分組報告、議題討論、指定作業、自主學習、實例分析、專題導向學習等。 ◎教學活動規劃：學習時間5.8時(包括非同步教學) 1.同步教學 13-1 Synchronous teaching-video reference:【PAGUI 打鬼】官將首戰鬼王/29min03sec 13-2 Group discussion and report-Topic 1_The experience of watching the animation adaptation of Buddhist biographies/50min07sec 13-2.1 Group discussion-A組/05min58sec 13-2.2 Group discussion-B組/04min45sec 13-2.3 Group discussion-C組/11min23sec 13-3 Group discussion and report-Topic 2_Viewing experience of manga adaptation biographies/22min45sec 13-3.1 Group discussion-A組/09min36sec 13-3.2 Group discussion-B組/10min33sec 13-3.3 Group discussion-C組/10min00sec 13-4 Group discussion and report-Topic 3_Sharing the value of contemporary animation adaptation biographies/37min58sec 13-4.1 Group discussion-A組/14min29sec 13-4.2 Group discussion-B組/14min27sec 13-4.3 Group discussion-C組/14min07sec 2.完成任務 /作業（請注意期限） (1) This week's homework / 1hr (2) Collect relevant literature/1hr (3) Asynchronous topic discussion/.5hr (4) Online OFFICE HR synchronous discussion/.5hr |
1.同步教學 2.閱讀線上數位教材 3.閱讀線上書面教材 4.非同步議題討論 5.指定作業 6.同步議題討論
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1. What do you think are the pros and cons of the comic book version of "Biography of Eminent Monks"?2. What attracted you to read the comic book version of the monk's biography? Is it the monk's rituals? Do you want to know the origin of each sect's ancestors? Or is it the choice based on the drawing ability of the cartoonist? |
Share a comic book biography of eminent monks published by Fo Guang Shan as an example and explain what inspires you? |
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14 |
1215/ Analysis of Buddhist Biography in Film Adaptation - An Example of Master Hongyi's Biography |
Lee Chih-Ying |
1. Analysis of the biography of Master Hongyi
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14-1 Analysis of the biography of Master Hongyi 14-2 Discuss the characteristics of the adaptation of the biographical film A Bright Moon 14-3 Reflect on the connotation of life education taught by Master Hongyi |
◎本週採取教學活動主要為：講述、議題討論、指定作業、自主學習、實例分析、專題導向學習等。 ◎教學活動規劃：學習時間4.3時(包括非同步教學) 1.非同步教學 14-1-1Analysis of the biography of Master Hongyi/18min32sec 14-1-2 Analysis of the biography of Master Hongyi/22min32sec 14-2-1 Discuss the characteristics of the adaptation of the biographical film A Bright Moon/18min33sec 14-3-1 Reflect on the connotation of life education taught by Master Hongyi/200min32sec 14-3-2 Reflect on the connotation of life education taught by Master Hongyi/25min59sec 2.完成任務 /作業（請注意期限） (1) This week's homework / 1hr (2) Collect relevant literature/1hr (3) Asynchronous topic discussion/.5hr |
1.非同步教學 2.閱讀線上數位教材 3.閱讀線上書面教材 4.非同步議題討論 5.指定作業 |
1. What is the inspiration for you from the plot of Master Hongyi's becoming a monk?
2.Based on the above topics, how to apply in your life?
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What is the reflection of Master Hongyi's life story? |
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15 |
1222/ Analysis of Buddhist Biography in Graphic Version –“ Master's Code A-Z Series ” as an Example |
Lee Chih-Ying |
1.Discuss the adaptation features of the graphic version
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15-1 Discuss the adaptation features of the graphic version- 15-2 Analyze the performance characteristics of Master's Code A-Z Series published by Dharma Drum 15-3 Summarize the exemplary significance of Master's Code A-Z Series
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◎本週採取教學活動主要為：講述、議題討論、指定作業、自主學習、實例分析、專題導向學習等。 ◎教學活動規劃：學習時間4.3時(包括非同步教學) 1.非同步教學 15-1-1Discuss the adaptation features of the graphic version/15min56sec 15-1-2Discuss the adaptation features of the graphic version/26min24sec 15-2-1 Analyze the performance characteristics of Master's Code A-Z Series published by Dharma Drum/33min13sec 15-3-1 Summarize the exemplary significance of Master's Code A-Z Series/18min06sec 15-3-2 Summarize the exemplary significance of Master's Code A-Z Series/13min53sec 2.完成任務 /作業（請注意期限） (1) This week's homework / 1hr (2) Collect relevant literature/1hr (3) Asynchronous topic discussion/.5hr |
1.非同步教學 2.閱讀線上數位教材 3.閱讀線上書面教材 4.非同步議題討論 5.指定作業
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1. Do you think you can improve your character? How to improve?
2. Do you think there is room for improvement in your personality? How can I improve?
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Please take a graphic version of a Buddhist publication as an example to discuss what the exemplary qualities it delivers? |
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16 |
1229/ Sharing and discussion of group works (3) -ABC |
Lee Chih-Ying |
1. Use grouping to stimulate students' cooperative learning 2. Make good use of topic discussion to inspire students' thinking ability 3. Combine biographical practice to guide life consciousness
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16-1 Group discussion 16-2-1 Interview video sharing 16-2-2 Feedback of directors and teacher 16-3 Making a comment on other's video
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◎本週採取教學活動主要為：講述、分組合作討論、分組報告、議題討論、指定作業、自主學習、實例分析、專題導向學習等。 ◎教學活動規劃：學習時間5.2時(包括非同步教學) 1.非同步教學 16-1 Group discussion-Topic: Discuss the contemporary value of Buddhist model figures in groups/12min41sec 16-1-1 Group discussion-A組/08min30sec 16-1-2 Group discussion-B組/09min38sec 16-1-3 Group discussion-C組/09min41sec 16-1-4 Group report and feedback /41min41sec 16-2-1 Interview video sharing-A組/15min04sec 16-2-2 Feedback of directors and teacher/02min27sec 16-2-3 Interview video sharing-B組/08min45sec 16-2-4 Feedback of directors and teacher/05min41sec 16-2-5 Interview video sharing-C組/10min18sec 16-2-6 Feedback of directors and teacher/07min33sec 16-3-1 Making a comment on other's video -A組/07min06sec 16-3-2 Making a comment on other's video -B組/08min07sec 16-3-3 Making a comment on other's video -C組/05min45sec 2.完成任務 /作業（請注意期限） (1) This week's homework / 1hr (2) Collect relevant literature/1hr (3) Asynchronous topic discussion/.5hr (4) Online OFFICE HR synchronous discussion/.5hr |
1.非同步教學 2.閱讀線上數位教材 3.閱讀線上書面教材 4.非同步議題討論 5.指定作業 6.同步議題討論
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1. How can I get to know someone more objectively?
2. Differences between subjective and objective identification?
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How do you feel about the life stories and interviews of Buddhist figures filmed and interviewed in this interview? |
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17 |
0105 / Analysis of Buddhist Biography in Graphic Version - Biography of the Ten Disciples |
Lee Chih-Ying |
1.Explore the stories of the top ten disciples in Buddhist scriptures
3.Reflect on the exemplary value of the connotation of the ten major disciples
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17-1 Explore the stories of the top ten disciples in Buddhist scriptures 17-2 Analysis of the characteristics of graphic representation in the biographies of the top ten disciples published by Foguang 17-3 Reflect on the exemplary value of the connotation of the ten major disciples |
◎本週採取教學活動主要為：講述、議題討論、指定作業、自主學習、實例分析、專題導向學習等。 ◎教學活動規劃：學習時間4.8時(包括非同步教學) 1.非同步教學 17-1-1 Explore the stories of the top ten disciples in Buddhist scriptures/32min22sec 17-2-1 Analysis of the characteristics of graphic representation in the biographies of the top ten disciples published by Foguang/36min37sec 17-3-1 Reflect on the exemplary value of the connotation of the ten major disciples/18min28sec 17-3-2. Reflect on the exemplary value of the connotation of the ten major disciples/20min43sec 2.完成任務 /作業（請注意期限） (1) This week's homework / 1hr (2) Collect relevant literature/1hr (3) Asynchronous topic discussion/.5hr (4) Online OFFICE HR synchronous discussion/.5hr |
1.非同步教學 2.閱讀線上數位教材 3.閱讀線上書面教材 4.非同步議題討論 5.指定作業 6.同步議題討論
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1. Taking the ten disciples as an example, who do you want to learn from? Why?
2. Taking the top ten disciples as examples, which one do you want to achieve? Why? |
Take one of the ten disciples as an example to explain a story about him, and share what inspires you? |
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18 |
0112/ Project report at the end of the term |
Lee Chih-Ying |
1. Learning objectives in line with competency indicators |
18-1 龔品蓉's presentation and 曾子員's comment 18-2 苗繼云's presentation and 羅竹君's comment 18-3 高佩妏's presentation and 苗繼云's comment 18-4 曾子員's presentation and 龔品蓉's comment 18-5 羅竹君's presentation and 吳小妏's comment 18-6 吳小妏's presentation and 高佩妏's comment 18-7 許妤甄's presentation and 劉芷妤's comment 18-8 劉芷妤's presentation and 許妤甄's comment 18-9 Teacher's comment about final oral presentation 18-10 Teacher's feedback 18-11 Students' feedback |
◎本週採取教學活動主要為：講述、指定作業、自主學習、專題導向學習、同儕互評等。 ◎教學活動規劃：學習時間3.4時(包括非同步教學) 1.非同步教學 18-1 龔品蓉's presentation and 曾子員's comment /10min45sec 18-2 苗繼云's presentation and 羅竹君's comment /10min56sec 18-3 高佩妏's presentation and 苗繼云's comment /12min25sec 18-4 曾子員's presentation and 龔品蓉's comment /08min01sec 18-5 羅竹君's presentation and 吳小妏's comment /11min53sec 18-6 吳小妏's presentation and 高佩妏's comment /07min06sec 18-7 許妤甄's presentation and 劉芷妤's comment /05min55sec 18-8 劉芷妤's presentation and 許妤甄's comment /07min00sec 18-9 Teacher's comment about final oral presentation /07min10sec 18-10 Teacher's feedback /13min19sec 18-11 Students' feedback /20min30sec 2.完成任務 /作業（請注意期限） (1) Final paper / 1hr (2) Classmate’s comment/.5hr |
1.實體面授 2.閱讀線上數位教材 3.指定作業 4. 同儕互評 |
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Final Paper |
其它說明:
附件1
佛教傳記專題「個別書面報告」之評量規準(佔學期成績10%)(Rubrics)
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項目/符號 |
A(5級分) |
B(4級分) |
C(3級分) |
D(2級分) |
E(1級分) |
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(1)佛教傳記的意義、價值(30%) |
能完全掌握意義、價值 |
大部份能掌握意義、價值 |
頗能掌握意義、價值 |
尚能掌握意義、價值 |
未能掌握意義、價值 |
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(2)佛教傳記的經論與實踐(30%) |
能完全掌握經論與實踐 |
大部份能掌握經論與實踐 |
頗能掌握經論與實踐 |
尚能掌握經論與實踐 |
未能掌握經論與實踐 |
|
(3)佛教傳記的源流與影響(30%) |
能完全掌握源流與影響 |
大部份能掌握源流與影響 |
頗能掌握源流與影響 |
尚能掌握源流與影響 |
未能掌握源流與影響 |
|
(4)組織流暢(5%) |
組織架構嚴謹，內容流暢 |
組織架構嚴謹，內容大致流暢 |
組織架構頗嚴謹，內容頗流暢 |
組織架構尚嚴謹，內容尚流暢 |
組織、流暢均不佳 |
|
註：各項目之A、B、C、D、E依據佔配分的 100%、80%、60%、40%、0%。 |
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附件2
佛教傳記專題「研究報告」(口頭、書面)之評量規準(佔學期成績50%)(Rubrics)
|
項目/符號 |
A(5級分) |
B(4級分) |
C(3級分) |
D(2級分) |
E(1級分) |
|
(1)佛教傳記的意義、價值(25%) |
能完全掌握意義、價值 |
大部份能掌握意義、價值 |
頗能掌握意義、價值 |
尚能掌握意義、價值 |
未能掌握意義、價值 |
|
(2)佛教傳記的經論與實踐(25%) |
能完全掌握經論與實踐 |
大部份能掌握經論與實踐 |
頗能掌握經論與實踐 |
尚能掌握經論與實踐 |
未能掌握經論與實踐 |
|
(3)佛教傳記的源流與影響(20%) |
能完全掌握源流與影響 |
大部份能掌握源流與影響 |
頗能掌握源流與影響 |
尚能掌握源流與影響 |
未能掌握源流與影響 |
|
(4)言辭(20%) |
聲調、語言表達能力均甚佳 |
聲調或語言表達能力均頗佳 |
聲調或語言表達能力欠佳 |
聲調、語言表達能力均欠佳 |
缺席 |
|
(5)儀態(10%) |
禮貌、態度或舉止均佳 |
禮貌、態度或舉止之二頗佳 |
禮貌、態度或舉止之一頗佳 |
禮貌、態度或舉止均欠佳 |
缺席 |
|
註：各項目之A、B、C、D、E依據佔配分的 100%、80%、60%、40%、0%。 |
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- 教師: 李芝瑩 mori8999