Sustainable Development Goals
Abstract/Objectives
This course lasts for 16 weeks and covers the history of Taiwanese literature during the Japanese colonial period, as well as literature from the Qing dynasty and indigenous literature. It introduces the literary language and literary ecology of each period from the perspectives of literary production, fields, schools, writers' works, and cultural identities. The course guides students to appreciate the diversity of Taiwan and provides an overview of previous research, helping them understand different research methods and value discourses. Given that knowledge of Taiwanese literary history is already widespread and mature, and students have a basic understanding before enrollment, the course adopts Problem-Based Learning (PBL). This approach changes the fixed unit-based teaching method of Taiwanese literary history during the Japanese colonial period. The goal is to complete a literary history knowledge translation project or a thematic research paper. The flipped classroom model assigns tasks to students, encouraging them to explore and select topics, and engage in discussions together.
Results/Contributions

I have observed a significant increase in students' engagement with the course, particularly in their focus and participation during classes and presentations. They actively participate in discussions after class presentations, and the number of questions asked after class has gradually increased, showing a strong interest in the course and a motivation for active learning. After the presentations, students are able to actively ask questions and extend the classroom content to deeper thinking, no longer passively receiving knowledge but engaging in structured reflection, attempting to integrate the learning content with their life experiences.

 

In terms of individual assignments, group reports, and classroom tests, students have shown significant improvement. They not only proficiently apply techniques but also demonstrate a deeper understanding of the literary content.

 

In terms of interaction, the course has shifted from the past one-way teacher-student interaction to a two-way exchange. Some students who might have been more introverted or passive in the past are now actively interacting with their classmates and teachers, and showing greater confidence when sharing. Whether in class or during interviews, the students' eyes reveal focus and anticipation, and when they nod in agreement, you can sense their grasp and interest in the learning content.

 

Additionally, some students have become more fluent in their language expression during class discussions, which also reflects their increased familiarity with the course content.

 

Keywords
History of Taiwan Literature, Taiwan social issues, The Process of Literary Creation, Literary Canon, Contemporary Thought, Provide Quality Education.
References
1.

Contact Information
劉柳書琴
qabus@faculty.hss.nthu.edu.tw