檔案產生時間：2022/3/4 下午 08:10:22
本表如有異動，於4小時內自動更新

一、課程基本資料 Course Information
科目名稱 Course Title： (中文)英美兒童文學中的當代趨向Ｂ組 (英文)CONTEMPORARY TRENDS IN ENGLISH CHILDREN'S LITERATURE		開課學期 Semester：110學年度第2學期 開課班級 Class：英二Ａ
授課教師 Instructor：孫克強 KLASSEN, JONATHAN MARK
科目代碼 Course Code：BEN52702	單全學期 Semester/Year：單			分組組別 Section：Ｂ組
人數限制 Class Size：57	必選修別 Required/Elective：選			學分數 Credit(s)：2
星期節次 Day/Session： 四56	前次異動時間 Time Last Edited：111年02月09日14時46分
英文學系基本能力指標 Basic Ability Index
編號 Code 指標名稱 Basic Ability Index 本科目對應之指標 Correspondent Index 達成該項基本能力之考評方式 Methods Of Evaluating This Ability 1 具有以正確流利之英語表達意見、參與討論及溝通之能力 Ability to express oneself, discuss and communicate in correct and fluent English. ● 》課堂討論與表現 》報告(含個人或小組、口頭或書面、專題、訪問、觀察等形式) 》作業成績 》實驗 》資料蒐集與分析 》團隊參與 》學習綜合表現 2 具有以英文書寫學術性摘要、報告及論文之能力 Ability to write academic abstracts, reports and papers in English. ● 》作業成績 》紙筆測驗 》資料蒐集與分析 3 具有長篇英文文本之閱讀、理解以及對其文化內涵之賞析能力 Ability to read and comprehend long English texts and to appreciate their cultural contexts. ● 》課堂討論與表現 》報告(含個人或小組、口頭或書面、專題、訪問、觀察等形式) 》作業成績 》展演 》資料蒐集與分析 》外文閱讀 》團隊參與 》學習綜合表現 4 具備基本口譯、筆譯之能力 Ability to engage in preliminary-level translation and interpreting.     5 獨立思考，具備提問、討論與解決問題之基本能力 Ability to think independently, make inquiries, hold discussions and solve problems. ● 》課堂討論與表現 》展演 》團隊參與 》學習綜合表現 6 通過所學外語之相關能力檢定並具備等同之能力 Certification of foreign language proficiency or equal ability.     7 廣泛閱讀，提升專業與人文知識 Professional and cultural knowledge through extensive reading. ● 》外文閱讀 》學習綜合表現 8 具備終身自我學習之概念與實踐能力 Ability to undertake life-long, self-directed learning. ● 》出缺席狀況 》課堂討論與表現 》資料蒐集與分析 》外文閱讀 》團隊參與 》學習綜合表現 9 具備創意思考及發展第二專長之能力 Ability to think creatively and develop a second specialty. ● 》報告(含個人或小組、口頭或書面、專題、訪問、觀察等形式) 》紙筆測驗 》展演 》外文閱讀 》學習綜合表現
二、指定教科書及參考資料 Textbooks and Reference (請修課同學遵守智慧財產權，不得非法影印)
●指定教科書 Required Texts The Girl Who Drank the Moon, By Kelly Barnhill The One and Only Ivan, by Katherine Applegate Coraline (Graphic Novel), by Neil Gaiman & P. Craig Russell Hello Universe, by Erin Estrada Kelly ●參考書資料暨網路資源 Reference Books and Online Resources Various reference are made available through the teacher's website
三、教學目標 Objectives
GOALS -To become critical readers. -To be able to converse and write critically about children’s literature. -To articulate and modify your own framework for understanding children’s literature and culture. Objectives -To understand the basic conventions of children’s literature. -To understand the basic genres within of children’s literature. -To challenge common assumptions about children’s literature. -To learn important vocabulary for discussing children’s literature. -To understand and work with divergent viewpoints about and within children’s literature. -To learn about authors in conjunction with their works. This is a literature class, so we will be reading, thinking, discussing, and writing about the books we read from a critical literary perspective. We will not focus on how to use books with children; rather, we will investigate the messages communicated in the literature and how the messages are conveyed. It is important to continually challenge yourself to ask provoking questions and see the texts from fresh perspectives. As we question the assumptions of the authors, cultures, and consumers involved in the production of the texts we read, it is also important to analyze our own assumptions about life, literature, and childhood. We'll glimpse the wide range of genres encompassed within children's literature and pay attention to their separate and overlapping conventions. This class combines lecture, small group work, and large group discussion. This is your class and much of the responsibility for making the class interesting is yours. It is supremely important to say what you think while respecting and considering contrary viewpoints. The most engaging classes are those where students participate actively and share a wide variety of ideas. Additionally, I encourage you to bring in or refer to additional books, newspaper/magazine articles, movies, or any other information that may be relevant to what we are discussing in class. We will put a heavy emphasis on ways that stories are told and how the telling influences the ways readers read. In order to read critically, readers must maintain a certain distance from the text, yet the most obvious pleasures of reading come from being closely engaged with stories. How can readers see past the obvious messages of stories to form intelligent opinions about the issues those stories raise while still enjoying the story, and what can/do authors do to help this process? How can stories be told in such a way that they invite readers to both use their minds critically and be closely connected to the story?
GOALS -To become critical readers. -To be able to converse and write critically about children’s literature. -To articulate and modify your own framework for understanding children’s literature and culture. Objectives -To understand the basic conventions of children’s literature. -To understand the basic genres within of children’s literature. -To challenge common assumptions about children’s literature. -To learn important vocabulary for discussing children’s literature. -To understand and work with divergent viewpoints about and within children’s literature. -To learn about authors in conjunction with their works. This is a literature class, so we will be reading, thinking, discussing, and writing about the books we read from a critical literary perspective. We will not focus on how to use books with children; rather, we will investigate the messages communicated in the literature and how the messages are conveyed. It is important to continually challenge yourself to ask provoking questions and see the texts from fresh perspectives. As we question the assumptions of the authors, cultures, and consumers involved in the production of the texts we read, it is also important to analyze our own assumptions about life, literature, and childhood. We'll glimpse the wide range of genres encompassed within children's literature and pay attention to their separate and overlapping conventions. This class combines lecture, small group work, and large group discussion. This is your class and much of the responsibility for making the class interesting is yours. It is supremely important to say what you think while respecting and considering contrary viewpoints. The most engaging classes are those where students participate actively and share a wide variety of ideas. Additionally, I encourage you to bring in or refer to additional books, newspaper/magazine articles, movies, or any other information that may be relevant to what we are discussing in class. We will put a heavy emphasis on ways that stories are told and how the telling influences the ways readers read. In order to read critically, readers must maintain a certain distance from the text, yet the most obvious pleasures of reading come from being closely engaged with stories. How can readers see past the obvious messages of stories to form intelligent opinions about the issues those stories raise while still enjoying the story, and what can/do authors do to help this process? How can stories be told in such a way that they invite readers to both use their minds critically and be closely connected to the story?
四、課程內容 Course Description
●整體敘述 Overall Description Contemporary Trends in children’s literature. This semester long class looks at current trends in English language children’s literature. What issues are facing children’s literature in the 21st century? How are these similar to and different from the past? What issues are particularly relevant to parents and teachers as well as scholars of literature? Issues such as multiculturalism, feminism, and methods of analyzing texts will be considered. In addition, there will be a focus on picture books and their design. A schedule of weekly readings, topics, and assignments will be available on the class website that is accessed through the teacher's website. Students are responsible to know all deadlines in order to finish all readings before the appropriate class and hand in all assignments on time.
●分週敘述 Weekly Schedule

五、考評及成績核算方式 Grading

配分項目 Items 次數 Times 配分比率 Percentage 配分標準說明 Grading Description 出席 1 25% 1 3-page paper comparing books 平時作業 3 20% Book response papers 隨堂考 8 25% These quizzes will be given at the beginning of class and cannot be made up. The lowest score will be dropped. 報告 2 20% Presentations 課堂討論   10% Attendance, Punctuality, Involvement in class, Groupwork and Attentiveness. 配分比率加總 100%

六、授課教師課業輔導時間和聯絡方式 Office Hours And Contact Info

●課業輔導時間 Office Hour Mon 1:00-3:00 & 5:00-8:00, Wed 10:00-12:00, Thurs 3:00-4:00, and by appointment

●聯絡方式 Contact Info 研究室地點 Office：Q102 EMAIL：jmklassen@scu.edu.tw 聯絡電話 Tel：2881 9471 ext. 6505 其他 Others：

七、教學助理聯絡方式 TA’s Contact Info

教學助理姓名 Name 連絡電話 Tel EMAIL 其他 Others

八、建議先修課程 Suggested Prerequisite Course

九、課程其他要求 Other Requirements

Ability and willingness to read extensively in English and participate in discussions with group members. Knowledge and ability for writing clearly organized academic papers.

十、學校教材上網、數位學習平台及教師個人網址 University’s Web Portal And Teacher's Website

學校教材上網網址 University’s Teaching Material Portal： 東吳大學Moodle數位平台：http://isee.scu.edu.tw

學校數位學習平台 University’s Digital Learning Platform： ☑東吳大學Moodle數位平台：http://isee.scu.edu.tw ☐東吳大學Tronclass行動數位平台：https://tronclass.scu.edu.tw

教師個人網址 Teacher's Website：http://english.scu.edu.tw/jmklassen/wordpress

其他 Others：

十一、計畫表公布後異動說明 Changes Made After Posting Syllabus