開創互動式EMI課堂模式：簡單技巧123(全英語教學及學習組林銘輝組長)
教務處教師教學發展中心邀請全英語教學及學習組林銘輝組長，分享全英課堂的教學經驗及多元創新的教學方式，希冀帶動全英老師的教學熱忱；並提升學生的學習動機。
時 間：2022/11/15 ( 12:00 ~ 13:00 )
地 點：覺生綜合大樓I501
主 講 人：全英語教學及學習組林銘輝組長
主辦單位 ：教發中心
本次研習活動於111年11月15日舉行，邀請全英語教學及學習組林銘輝組長分享EMI教學中的課堂互動技巧，並以實際體驗的模式，引領與會老師一同深入了解不同互動技巧所帶來的學習感受，透過簡單的三個技巧，改善整體課堂的學習氛圍與學習成效。
“善用技巧的轉變與引導式的問答技巧”
首先林組長由一張照片描繪出兩種不同的課堂意境，表示透過互動技巧的運用可將學生原先各自閒聊的意境轉換為小組進行課堂討論，並透過做中學與學中做的教學理念，提高學生於EMI教學中的學習成效，因此林組長認為課堂問答的互動技巧相當重要，可利用線上表單來進行，並將規劃容易回答的問題，由簡單的題目來建立學生的信心，同時也提高整體的答題意願，再接著依序以題組的形式逐漸提高難度，不僅能幫助學生釐清問題的主軸，也能間接激發學生的潛力。
“團體式的任務導向技巧”
林組長也分享在課堂間，可挑選合適的學習主題來導入分組活動，以團體任務導向的學習，將被動的學習模式轉換為學生自行主動學習，並提醒過程中需要有順序的進行，避免在說明規則的同時讓大家行動，容易造成混亂且反覆講解，而在小組活動的過程中不僅能訓練學生的溝通與表達能力，也能透過同儕的協助，提高學生的整體學習成效。
“刺激與反應的運用技巧”
接著林組長表示透過教學者本身的個人特質與課堂學生的類型，能夠於課堂中給予適當的刺激，分別為以下四種類型:正增強、負增強、給予式懲罰以及撤離式懲罰，並透過學生的回應了解是否有達到理想中的成效，並在研習中運用了學習單的範例選填，讓與會老師們深入理解不同刺激的使用情境，最後林組長也透過自身的課堂經驗，提供與會老師互動技巧的相關實施建議。
計畫別：課程教學開創新局--學教範式創新萌變
發佈單位：教發中心
TKU Center for Teacher Professional Development invited teaching and learning section chief Ming-Huei Lin from the EMI Center to share on teaching experience in EMI classes and diverse innovative teaching methods, in the hope of facilitating EMI teachers’ enthusiasm for teaching, and to enhance student motivation for learning.
Time: November 15, 2022 (12:00-13:00)
Venue: I501, Chueh-sheng Memorial Hall
Speaker: Dr. Ming-Huei Lin, EMI teaching and learning section chief
Organizer: Center for Teacher Professional Development, TKU
The seminar was held on November 15, 2022, where Dr. Ming-Huei Lin, EMI teaching and learning section chief from the EMI Center to share some interactive techniques that can be used in EMI classrooms, and through actual experiencing these techniques, the teachers in attendance can better understand the learning outcome that the different interactive techniques provides. Through three simple techniques, the overall atmosphere and effectiveness of learning can improve in class.
Adeptness at transitioning between techniques and guided question-and-answer techniques
First, section chief Lin described two different situations in a class through a photograph, stating that through the use of interactive skills, the original situation of students chatting can be transformed into one of group discussion in the classroom, and through the teaching concepts of learning-by-doing and doing-by-learning, the effectiveness of student learning in EMI teaching can be raised. Thus, Dr. Lin believes that interactive techniques for questions-and-answers in class is extremely important, and this can be carried out using online forms, where easy-to-answer questions can be planned and used to increase student confidence, while also helping to increase the overall willingness of students to answer questions. Then, increasingly, difficulty could be raised through question sets, which will not only help to clarify the focus of the questions for students, but also indirectly stimulate their potential.
Group-base task-oriented techniques
Section chief Lin also shared that in class, one can choose a suitable theme for learning to lead into group activities, and by using task-oriented group learning, the passive learning mode can be transformed into active learning for students. He also reminded the audience that the process needs to be carried out in an organized manner to avoid confusion and chaos, or instructions being repeated when everyone is moving around at the same time. Group activities can not only train the students’ skills in communication and expression, but the overall learning outcome can also be enhanced though the assistance of their peers.
Applying stimulus-and-response techniques
Next, section chief Lin said that appropriate stimuli can be provided based on the teacher’s personal characteristics and the type of students in the classroom. This can fall into four categories: positive reinforcement, negative reinforcement, presentation punishment, and removal punishment; whether these achieve the ideal effects can be seen through students’ responses. In the seminar, Dr. Lin used a sample form to demonstrate how it could be completed, so that the teachers in attendance can better understand the context where different stimuli can be applied. Lastly, section chief Lin also provided some practical suggestions to the audience regarding the implementation of interactive techniques through his own teaching experiences in class.