課程年度：
顯示：
10502
人文社會
影像於網站視覺的美感應用課程
陳慧瑜 教授
尋找興趣，提早準備，贏在起跑點！！想追求更多課本以外的專業知識嗎？ 清華大學開放式課程為你種植了一座學習資源森林，等你來探索！現在就走進開放式課程的森林，品嚐最甜美的知識果實！NTHU Open Courses Ware has planted a learning-material forest, now it’s waiting for you to explore! Now, go into the OCW forest, and taste the sweetest knowledge fruits.
課程大綱
Curriculum
| 講 次 | 教 學 進 度 |
| 第一講 | 視覺元素,設計三原色,文字元素 |
| Visual Elements, RGB, Texture | |
| 第二講 | 傳達服務內容的影像處理法與作品賞析 |
| Image processing method of conveying service content and the analysis | |
| of the works | |
| 第三講 | 文字與圖形的運用與網站設計注意事項 |
| Displaying text and graphic, and the guidelines of Web design | |
| 第四講 | 圖像運用 |
| Studying aesthetics in photographic images | |
| 第五講 | 網站色彩與操作 |
| Color Chosen and Usage in Web design | |
| 第六講 | 色彩表現與特色 |
| Color displayed and features | |
| 第七講 | 字元素的應用 |
| Application of text element | |
瀏覽人次：54769
10502
人文社會
課程發展與設計
陳美如 教授
尋找興趣，提早準備，贏在起跑點！！想追求更多課本以外的專業知識嗎？ 清華大學開放式課程為你種植了一座學習資源森林，等你來探索！現在就走進開放式課程的森林，品嚐最甜美的知識果實！
課程大綱
Course content
| Week1 | Introduce the curriculum and how it can become a research field | |
| Week2 | The curriculums contextually and the introduction of the grade 1-9 curriculums | |
| Week3 | Understand the test notes of curriculum developments. | |
| Week4 | The conceptions and constrictions of the curriculum design | |
| Week5 | The introduction of the multiple intelligences theory | |
| Week6 | J. Goodlad ideological curriculum changing levels | |
| Week7 | Introduce the curriculum practices and the development process | |
| Week8 | Introduce the curriculum evaluation of developments | |
| Week9 | Analyze Bo Ai Elementary School’s curriculum |
教學進度
Syllabus
| 第一週 |
| ◆課程的意涵 ◆課程發展階段及意義 ◆課程層級 |
| ◆Introduce the curriculum and why it can become a research field |
| 第二週 |
| ◆課程脈絡及九年一貫課程介紹 ◆九年一貫課程介紹 ◆九年一貫課程介紹及探討 |
| ◆The curriculums contextually and the introduction of the grade 1-9 curriculum ◆The introduction of the grade 1-9 curriculum courses ◆The introduction and discussion of the grade 1-9 curriculum courses |
| 第三週 |
| ◆了解課程發展的應考須知，介紹課程發展由來，並且探討巴比特之理論架 構。 ◆教師在課程中的角色及相關理論 ◆不同學者對課程的影響及現場教育理念的落實 ◆分享教師與課程的故事 ◆教師與課程及教育改革 ◆教育改革及關懷教育學 |
| ◆Understand the test notes of curriculum developments. Introduce the origin of curriculum developments. Discuss the constriction of Bobbitt’s Theory ◆The role teachers play in the curriculum and related theories ◆The curriculum influences from different scholars and practice in the classes ◆Share stories about teachers and curriculums ◆The teachers and curriculums and the educational innovation ◆The educational innovation and Noddings' Care Pedagogy |
| 第四週 |
| ◆課程設計概念及結構 ◆課程結構之潛在課程與空無課程 ◆課程結構之樸素課程 ◆學生分享課程經驗 ◆本位課程之意義發展與類型 ◆介紹學校本位課程的類型與中央集權課程作比較。 ◆比較學校本位課程與中央集權課程之差別 |
| ◆The conceptions and constrictions of the curriculum design ◆The curriculum constrictions of the latent courses and empties courses ◆The curriculum constrictions and the plain curriculum ◆Students share the curriculum experiences ◆The meaning developments and types of the school-based curriculum ◆Introduce the types of the school-based curriculum and compare with the centralization curriculum ◆Compare the school-based curriculum with the centralization curriculum |
| 第五週 |
| ◆介紹多元智能理論 ◆探討影響老師課程發展與設計的因素並思考班級的教學問題。 ◆思考教學問題與課程設計及如何設計課程. ◆課程設計模式 |
| ◆Discuss the reasons that affect teachers’ curriculum development and design and thinking about the classes teaching questions ◆Thinking about the teaching questions and the curriculum design and how to design curriculums |
| 第六週 |
| ◆探討古德拉的相關論述介紹課程改革模式，進而提出老師的理想課程。 ◆探討走閃、課程目標與選擇 ◆介紹課程選擇和教學方法的選擇 ◆介紹組織的規準及應用，探討課程評鑑。 ◆探討理論與現實的落差介紹教育思想家-杜威。 |
| ◆Discuss J. Goodlad ideological curriculum and introduce the operational curriculum. Try to give teachers the ideal curriculum ◆Discuss the curriculum goals and the choices ◆Introduce the curriculum choices and the choices of teaching methods ◆Introduce the rules and applications of the organizations and discuss the curriculum evaluation ◆Discuss the different of theories and practice and introduce the educationist John Dewey |
| 第七週 |
| ◆介紹課程實施觀點以及發展過程。 |
| ◆Introduce the views of the curriculum practices and the development process |
| 第八週 |
| ◆介紹課程評鑑的發展、意義、層級，探討教師評鑑，提出評鑑新概念-賦權增 能。 |
| ◆Introduce the developments, meanings, and levels of curriculum evaluation. Discuss teachers’ evaluation and give the new conception—the empowerment |
| 第九週 |
| ◆博愛國小的校本課程，並加以分析。 ◆性別平等教育的課程設計與架構。 |
| ◆Analyze Bo Ai Elementary School’s curriculum ◆The curriculum design and construction of the Gender Equity Education. |
| |
瀏覽人次：134826
10502
人文社會
歷史管理
邱洋 教授
尋找興趣，提早準備，贏在起跑點！！想追求更多課本以外的專業知識嗎？ 清華大學開放式課程為你種植了一座學習資源森林，等你來探索！現在就走進開放式課程的森林，品嚐最甜美的知識果實！
課程進度
Progress Descriptions
| 第1講 | |
| ◆孝莊皇后對大臣的警示，領導者能讓部屬敬畏 | |
| ◆大臣請奏圈地之事；觀察事情需注意前置現象想像力和聯想力 ◆康熙從歷史中學經驗；職場的生存哲學 | |
| ◆Queen Xiaozhuang warned the ministers: the leader can let subordinates revere. ◆Emperor Kangxi has various attitudes to ministers: the managers should understand the situations, and they cannot do whatever they want. ◆The ministers want to discuss the occupation of land: the observers need to concern about the pre-phenomena and the imagination. ◆Emperor Kangxi learned from histories: the survival philosophy of career. ◆The process of Emperor Kangxi gets underlings hearts: to get others hearts ◆The process of 3 ministers discussing strategies: the leaders need to stay mysterious. ◆The Grandma Empress reminds Emperor Kangxi: Using right ways to get others hearts. ◆Emperor Kangxi discusses his worries with maids: a leader should have a far vision, and the ways to get others hearts. ◆Emperor Kangxi treats ministers’ ways: make a prompt decision. ◆Emperor Kangxi went on an inspection in disguise: using the advantages to get the power. | |
| 第2講 | |
| ◆康熙到鰲拜府中慰問；上司給好處，背後目的性。 | |
| ◆周培公在康熙微服出巡時，所談論到的統兵之道。 ◆康熙與大臣們討決策前可不同心，但決策後要協力 。 ◆康熙與大臣們議事意見不同時；當屬下表達與主管不同意見，屬下應全心全意幫主管執行計畫，但仍可給主管良心的建議。 ◆康熙接見靳輔討論治水之事； 給「名」可以完成很多事 ◆索額圖盤算著如何消除康熙的疑心；以退為進 ◆康熙對大儒們考試故意犯錯的反應；天威難測、恩威並用 | |
| ◆Emperor Kangxi visited Obai’s house and showed consolation: the purposes behind the benefits that the leaders give out. ◆Emperor Kangxi plans after the inspection in disguise: the relationship between leaders and subordinates ◆Zhou Peigong talks about the way to rule a military during Emperor Kangxi’s inspection. ◆Emperor Kangxi and ministers discuss the policies: it’s ok to claim different ideas before the decision but it is necessary to cooperate after making decisions. ◆Emperor Kangxi and Queen Xiaozhuang: play a good or bad guy. ◆The process of Emperor Kangxi receiving Ge-Long: to get the enemy assistant hearts ◆When Emperor Kangxi and ministers have different ideas: the subordinates should execute the plans whole-heartedly, but it’s ok to suggest the leaders. ◆Emperor Kangxi receives Jin-Fu to discuss how to manage water: giving “names” can complete many things. ◆Songgotu thinking about how to eliminate the suspicion of the Emperor Kangxi: One step back today for two steps forward tomorrow. ◆The reaction of Emperor Kangxi about the incident that scholars made mistakes on purpose during the test: holding your cards close to your vest and to apply the carrot and stick judiciously | |
| 第3講 | |
| | ◆康熙巧妙的政治安排；左右平衡之術 |
| ◆康熙對闈場的處置措施，高士奇的勸諫；領導者用人為才，但有輕疏遠近之別 ◆兩大宰相相互在政治上角力；左右平衡之術 ◆周培公向康熙提出策略；成為幕僚需有很多的想法、計策。 ◆康熙軟硬兼施收服蒙古酋長-卓索圖；獎賞與懲罰 ◆康熙派姚啟聖來監督施琅；螳螂捕蟬，黃雀在後 ◆飛揚古清楚知道所有準確數據；善用科學化的數據 ◆康熙掌握人性之道來攏絡官員；領導者需清楚部屬的習性 ◆太皇太后向康熙指點；禍福相依 | |
| ◆Emperor Kangxi’s clever policy plans: the balancing skills ◆Emperor Kangxi receives Sego, comforts him: giving grace and enticing by benefits ◆Emperor Kangxi arranges the pale, and Gao Shi-Qi gives suggestions: leaders choose the people, but they need to keep distance. ◆Two master ministers fight against each other: the balancing skills. ◆Zhou Peigong give suggestions to Emperor Kangxi: being staff members or assistants need many thoughts and plans. ◆Emperor Kangxi subdues Mongolia headman—Seautois: the reward and the punishment ◆Emperor Kangxi asks Yao, Qi-Sheng to supervise Sego: The mantis stalks the cicada, unaware of the oriole behind. ◆Fei, Yang-Gu knows the data: well-using of scientific data ◆Emperor Kangxi knows the human nature to get ministers hearts: leaders should know what were the subordinate thinking about. ◆The Grandma Empress reminds Emperor Kangxi: good and bad usually come together. | |
| 第4講 | |
| | ◆康熙閣臣張廷玉處事有道；漏小拙、藏大鋒 |
| ◆康熙皇帝在御花園設家宴慶中秋；站在他人的立場去設想事情 ◆鄔思道等人勸諫胤禛力爭太子之位；組織裡要有所動作之前，要事先準備充足。 ◆康熙安排接班之動作；結之以恩 ◆鄔思道向胤禛分析康熙的帝王心術與不公不義之事 ◆鄔思道向胤禛解釋康熙的治人之道；領導者要清楚部下能力可升到玻璃天花板在什麼位置 | |
| ◆Emperor Kangxi’s ministers’ styles: leaving a little mistake but hiding the strike lights ◆Emperor Kangxi inspired the soldiers by his speech: by delivering an enthusiastic speech, the leader can make the subordinates obey and believe in him. ◆Emperor Kangxi hold the family banquet at the imperial garden: stand in others’ shoes. ◆Wu, Si-Dao suggests Yin-Zhen to fight for the crown: before you take actions in the organization, you have to prepare completely. ◆Emperor Kangxi arranges the succession: finished it thankfully ◆Emperor Kangxi punished Yin-Zhen to stop his delusion: when leaders want to make someone to leave, no matter whether there is a reason that subordinate have to obey. ◆Wu, Si-Dao analyzes the Emperor Kangxi’s thoughts to Yin-Zhen: the emperor’s psychology and the things that are unfair. |
瀏覽人次：111173
10502
人文社會
藝術研究法課程
謝鴻均 教授
尋找興趣，提早準備，贏在起跑點！！想追求更多課本以外的專業知識嗎？ 清華大學開放式課程為你種植了一座學習資源森林，等你來探索！現在就走進開放式課程的森林，品嚐最甜美的知識果實！
教學進度
Syllabus
| 週 次 | 教 學 進 度 |
| 第1週 | 培養研究動機習慣與建立自己的研究方法論 |
| 研究主題的考慮與研究目的 瞭解藝壇 尋找心靈眼睛 see戲教育展前製作業展場現場、文案處理、撤展 | |
| Develop research motive habit and establish your own research method Considering research topic and research aims Understanding the art world Searching for the soul of the eye Drama education pre-show production, show arena and live, writing processing, exhibition | |
| 第2週 | 如何寫好論文 |
| 傳統與當代藝術 當代與古典主義的結合─以女性主義的角度看古典主義 羅馬萬神殿 古典與文藝復興藝術 波提切利與達文西 拉斐爾與米開朗基羅 古典與當代藝術 法西斯主義美學與新古典表現手法 | |
| How to compose a good thesis Traditional and modern art The combination of modernism and classicism—looking at classicism from a feminist’s perspective Roman Pantheon Classical and Renaissance art Botticelli and Da Vinci Raffaello and Michelangelo Classic and modern art Fascism and Neoclassicism | |
| 第3週 | 介紹Cindy Sherman及蘇孟鴻的相關作品 |
| 介紹健美先生、米開朗基羅與古典主義 作品必需要找出自己的特質，播放德國藝術團體的動畫 影片 | |
| Introducing artists’ artworks Introducing Cindy Sherman and Sam Sui’s related works Introducing Body Builder, Michelangelo and Classicism Artworks must find its own characteristics, play German art groups animation | |
| 第4週 | 老師的創作論述－洪荒太古之初，我們曾經邂逅 |
| 說明研究動機與藝術理論 以畫作說明神話世界的起源 重訪伊底帕斯王的弒父原型 夢魘之源：先於弒父的弒母原型，存留在斷瓦殘骸中的 母系系譜 以不同角度觀看神話故事與現代的愛情觀 | |
| Discussing teacher’s work – The start of the Cosmos, we met each other before Discussing research motive and art theories Using drawings to explain the origin of the mythical world Recap on King Oedipus’ s murder of his father Oedipus Complex: First he murders his father, and then murders his mother; the existing of the wreckage of the matriarch system Using different perspectives to view Greek mythologies and modern perspectives of love | |
| 第5週 | 學生徐瑞甫作品報告與老師評論 |
| 台灣女性藝術家 - 徐洵蔚 | |
| Student Hsu Raypu’ s work presentation and teacher’s comment Taiwan feminist artist—Hsu Xunwei | |
| 第6週 | 20世紀初期藝術家對靜物繪畫的詮釋 |
| 20世紀初期靜物繪畫的結構分析 學生邱掇作品報告與老師評論 | |
| 20th century artist’s interpretation of still life painting Structural analysis of 20th century still life painting Student Chiu Duo’s work presentation and teacher’s comment | |
| 第7週 | 學生黃甯作品報告與老師評論 |
| 學生辜詠文作品報告與老師評論 寫實藝術家的一系列作品 | |
| Student Huang Ning’s work presentation and teacher’s comment Student Gu Yong’s work presentation and teacher’s comment Realism art –a series of artwork | |
| 第8週 | 學生邱莉淇作品報告與老師評論 |
| 學生葉佩如作品報告與老師評論 | |
| Book: 21st Century Western Art Culture Critical Theory Student Chiu Lichi’s work presentation and teacher’s comment Student Yeh Peiju’s work presentation and teacher’s comment | |
| 第9週 | 共時與歷時、結構主義與解構主義 |
| 講述Jeff Koons作品內容及採取的策略、結構與解構及 藝術作品的爭議性 生吳梅瑛作品報告與老師評論 講解學生葉佩如報告-以徐渭、蔣勳為例 | |
| Explaining student Yeh Peiju’s presentation – using Xu Wei and Chiang Xun as examples Synchronic and diachronic, structuralism and deconstruction Describing Student Wu Meiyin’s work presentation and teacher’s comment Describing the content of Jeff Koon’s work and the strategies applied, structure and deconstructive, controversies in artworks Explaining student Yeh Peiju’s presentation – using Xu Wei and Chiang Xun as examples | |
| 第10週 | 以Thomas Demand作品加以說明 |
| 講述Ron Mueck作品 學生賴國元作品報告與老師評論 | |
| Explaining Thomas Demand’s artwork Describing Ron Mueck’s artwork Student Lai Guoyuan’s work presentation and teacher’s comment | |
| 第11週 | 女性藝術家談論藝術創作經歷 |
| 書：21世紀西方文藝文化批評理論、介紹女性研究以及 陰性書寫 具有陰性特質的藝術創作-Sarah Sze 介紹具有陰性特質的男性藝術家-方偉文、陳松志 學生姚植傑作品報告與老師評論 Feminists discussing about the experiences of creating art Book: 21st Century Western Art Culture Critical Theory, Introducing Feminism research, ecriture feminine Sarah Sze’s ecriture feminine artworks Introducing Male ecriture feminine artists—Fang Weiwen and Chen Sungchi Student Yao Chijie’s work presentation and teacher’s comment | |
| 第12週 | 學生孫美玉作品報告與老師評論 |
| Mark Tansey的系列作品 學生蔡昌霖作品報告與老師評論 | |
| Student Sun Meiyu’s work presentation and teacher’s comment Mark Tansey’s series of artwork Student Tsai Changlin’s work presentation and teacher’s comment | |
| 第13週 | 文章閱讀–神話原型批評 |
| 尋找集體潛意識時可能遇到的問題 尋找歷史創作時可能遇到的問題 | |
| Article reading—mythology original type criticism Searching for possible problems the collective conscience might encounter Searching for possible problems historical creations might encounter |
瀏覽人次：36479
10502
人文社會
攝影技巧
徐新增 教授
If you are seek for your interests, then prepare advanced so that you can lead the race right at starting line! Do you want to pursue more professional knowledge outside the textbooks? NTHU Open Courses Ware has provided a great number of learning-materials, now it’s time for you to explore! So, go to the OCW now, and enjoy utmost in it!
課程說明
Course Description
| Week 1 | 影概念與人像攝影 |
| The concept of shadow and the portrait Photography | |
| Week 2 | 鏡頭與光線的運用 |
| The lens and the application of lights | |
| Week 3 | 構圖與拍攝技巧 |
| The composition of a picture and the skills of taking pictures | |
瀏覽人次：50945
10502
人文社會
幼兒語文教學
林麗卿 教授
尋找興趣，提早準備，贏在起跑點！！想追求更多課本以外的專業知識嗎？ 清華大學開放式課程為你種植了一座學習資源森林，等你來探索！現在就走進開放式課程的森林，品嚐最甜美的知識果實！
教學進度
Syllabus
Syllabus
| 周次 | 教 學 內 容 | |||
| 第 1 講 | ◆ 簡述幼兒語言發展12本教材介紹 ◆ 簡述本學期教學大綱及預定進度 | |||
| 第 2 講 | ◆ 幼兒語文發展簡述 ◆ 介紹何謂語言 ◆ 問題與討論 ◆ 介紹行為學派的觀點與內容 ◆ 介紹天生論者的觀點 ◆ 介紹天生論的內容與討論 ◆ 影片欣賞並總結幼兒母語學習的特性 | |||
| 第 3 講 | ◆ 介紹讀寫萌發的定義 ◆ 介紹讀寫萌發的特性並舉例 ◆ 讀寫萌發的例子介紹 ◆ 介紹幼兒書面語言概念發展並舉例說明 ◆ 介紹幼兒書面語言能力發展與台灣幼兒中文 書寫的階段性 ◆ 說明的方式總結台灣幼兒中文書寫的階段性 ◆ 講解讀寫萌發是發現符號意義的歷程 | |||
| 第 4 講 | ◆ 複習讀寫萌發的意義並介紹自然成熟模式 ◆ 介紹自然成熟模式教學特性並舉例 ◆ 介紹訓練「閱讀準備度」模式並舉例 ◆ 講解訓練「閱讀準備度」模式的例子 ◆ 介紹讀本：We Like to Help Cook以及 烏克蘭民間故事：The Mitten ◆ 介紹訓練「閱讀準備度」模式特性及文化習 得模式，並總結幼兒語文的教學模式 | |||
| 第 5 講 | ◆ 幼稚園參訪經驗分享與討論 ◆ 書面語文的教學模式 ◆ 藉由幼兒所畫的樹來區別具體與抽象表徵，並 介紹書面語文發展 ◆ 全語文的定義與理念 ◆ 全語文的啟發以及幼稚園主題教學分享 ◆ 幼稚園主題教學分享 | |||
| 第 6 講 | ◆ 總結盧怡芳老師「創意說故事」介紹 ◆ 說故事的基本功能 ◆ 印刷品的格式與說故事方式 ◆ 故事教學中的提問、程序以及延伸 ◆ 說故事的說法與功能差異 | |||
| 第 7 講 | ◆ 語文學習的核心因素 ◆ 文學習的核心因素以及統整性全語文活動 ◆ 說明主題課程活動與分組及角落活動 ◆ 舉例說明分組及角落活動 | |||
| 第 8 講 | ◆ 介紹教案設計之優點與挑戰 ◆ 介紹教案設計之挑戰點 ◆ 講解教學程序之問題 | |||
| 第 9 講 | ◆ 第二次幼兒語文活動試教檢討 ◆ 複習語文發展之觀點 ◆ 講解活動與主題的關連 ◆ 試教經驗分享 ◆ 講解班級經營與成功教學的指標 ◆ 試教影片欣賞與檢討 | |||
| 第 10 講 | ◆ 複習全語文教學課程 ◆ 幼兒語文教學課程總結 ◆ 小組專題報告 ◆ 專題報告之回饋與檢討 |
瀏覽人次：178953
10502
人文社會
手指謠
周淑惠 教授
尋找興趣，提早準備，贏在起跑點！！想追求更多課本以外的專業知識嗎？ 清華大學開放式課程為你種植了一座學習資源森林，等你來探索！現在就走進開放式課程的森林，品嚐最甜美的知識果實！If you are seek for your interests, then prepare advanced so that you can lead the race right at starting line! Do you want to pursue more professional knowledge outside the textbooks? NTHU Open Courses Ware has provided a great number of learning-materials, now it’s time for you to explore! So, go to the OCW now, and enjoy utmost in it!
教學進度
Syllabus
| 【講 次】 | 【 教 學 內 容 】 |
| 第1講 | ◆手指謠在教學上的功能 |
| The finger ballad in the teaching functions | |
| 第2講 | ◆增進語文能力 |
| Improve the language abilities | |
| 第3講 | ◆強化數學能力 |
| ◆提升創造能力 | |
| Enhance the mathematics abilities Improve the creative abilities | |
| 第4講 | ◆協助課室管理 |
| ◆增進人際互動 ◆結語、練習作業 | |
| Aid the classroom managements | |
| Improve the human interactions Conclusion and practice assignments |
瀏覽人次：32267
10502
自然科學
分數教學
林碧珍 教授
尋找興趣，提早準備，贏在起跑點！！想追求更多課本以外的專業知識嗎？ 清華大學開放式課程為你種植了一座學習資源森林，等你來探索！現在就走進開放式課程的森林，品嚐最甜美的知識果實！
教學進度
Syllabus
| 講 次 | 【 教 學 進 度 】 |
| 第1講 | ◆ 分數在不同階段之教材發展與各種意義 |
| The various meanings of fraction and its development in different | |
| grade levels | |
| 第2講 | ◆ 學生學習分數的困難與迷思概念 |
| Students’ difficulties and misconceptions of fraction | |
| 第3講 | ◆ 分數的不同意義 |
| The various meaning of fractions | |
| 第4講 | ◆ 九年一貫分數的能力指標 |
| The competence indicators in Nine-Year Curriculum | |
| 第5講 | ◆ 分數的乘法教材、分數意義的歸納 |
| The meanings of fractional multiplication and teaching | |
| 第6講 | ◆ 為什麼在第三階段要引入分數為兩數相除的結果 |
| The significance of fractions as the division of two natural numbers. | |
瀏覽人次：50780
10502
人文社會
作文與教學
李麗霞 教授
尋找興趣，提早準備，贏在起跑點！！想追求更多課本以外的專業知識嗎？ 清華大學開放式課程為你種植了一座學習資源森林，等你來探索！現在就走進開放式課程的森林，品嚐最甜美的知識果實！
教學進度
Syllabus
Syllabus
| 單 元 | 教 學 內 容 |
| 第1講 | 前期：寫作教學知能之認識 |
| The early stage: the understanding of writing teaching knowledge and abilities | |
| 第2講 | 師院學生寫作教學經驗回饋 |
| Writing teaching experience feedback of the students of the education university | |
| 第3講 | 中期：寫作教學需求與教學發展 |
| The middle stage: the writing teaching needs and development | |
| 第4講 | 寫作學習單之虛擬設計 |
| Design the working sheets of writing | |
| 第5講 | 走入教室 |
| Go to classes | |
| 第6講 | 後期：實地教學與評量 |
| The later stage: the demonstration teaching and the evaluation |
瀏覽人次：55333
10501
工程
材料動力學
廖建能 教授
The purpose of this course is to provide students
fundamental knowledge of essential kinetics of various material systems.The subjects covered are(1) Diffusion.(2) Chemical reactions.(3) Phase transformations.....
fundamental knowledge of essential kinetics of various material systems.The subjects covered are(1) Diffusion.(2) Chemical reactions.(3) Phase transformations.....
課程描述
Course description
The purpose of this course is to provide students fundamental knowledge of essential kinetics of various material systems.The subjects covered are
(1) Diffusion
(2) Chemical reactions
(3) Phase transformations
參考用書
Reference Book
| (1) | R. W. Balluffi, "Kinetics of Materials", Wiley 2005 |
| (2) | O. Levenspiel, “Chemical Reaction Engineering”, 3rd Ed., John Wiley & Sons, 1999. |
| (3) | D. A. Porter,“Phase Transformations in metals and alloys”, 2nd Ed., Chapman & Hall, 1992. |
教學方式
Teaching methods
| ♠ | Lecture Prerequisite courses: Engineering Mathematics, Thermodynamics, Physical Metallurgy |
課程大綱
Outlines
| ♠ | Lecture 1 Introduction | |
| Thermodynamics vs. Kinetics Irreversible thermodynamics | ||
| ♠ | Lecture 2 Diffusion in Solids | |
| Diffusion Flux and Driving forces Diffusion equations and solutions | ||
| ♠ | Lecture 3 Diffusion mechanism | |
| Atomic diffusion mechanism Diffusion in crystals Diffusion along crystal imperfections Examination | | |
| ♠ | Lecture 4 Homogeneous chemical | |
| Batch-type reaction, Rate equation & analysis | ||
| ♠ | Lecture 5 Hetergeneous chemical reactions | |
| Fluid-solid, Fluid-Fluid, Fluid-Particle reactions | ||
| ♠ | Lecture 6 Coarsening & grain growth | |
| ♠ | Lecture 7 Spinodal decomposition | |
| ♠ | Lecture 8 Nucleation theory | |
| ♠ | Lecture 9 Solidification | |
| ♠ | Final Examination | |
瀏覽人次：441909