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內容簡介: Independent learning is not a new concept for language educators but while teachers, curriculum designers and policy makers have embraced it as underpinning modern notions of education, it remains a dynamic and vibrant field for researchers and academics who aim to broaden its scope and de博客來e博客來網路書店pen our understanding of how it may be applied most effectively both inside and outside the classroom.

The contributors to this volume use their experience of applying the concepts related to independent learning in various geographical, cultural and pedagogical tertiary-level learning contexts to present new perspectives on how independent learning can inform and support policy, teaching methodology, curriculum development and the nurturing of successful learners. While the first section of the book provides a view of the field from three broad curriculum development viewpoin博客來網路書局ts, the remaining chapters primarily focus on the experience of learners, teachers and curriculum developers in applying principles of learner autonomy, self-regulation and self-direction with various types of learner—each with their own identities, motivations, expectations and goals. These learner and teacher stories provide insights that are important for an understanding of some of the impacts an independent learning approach to language learning have on learners in various educational contexts.

This book will be of value to pre-service and in-service teachers, curriculum developers and teacher educators working in diverse educational contexts in more fully appreciating the contribution an independent learning focus can make to successful learning.

作者簡介

Bruce Morrison 博客來書店Bruce Morrison is director of the English Language Centre at the Hong Kong Polytechnic University where he has worked since 1994. He has extensive experience as language teacher, teacher educator and pedagogic administrator. Before working in Hong Kong, he worked in China, South Korea, Italy, Malaysia, Spain, the UK and Egypt. His research interests include independent and self-access language learning, the tertiary English-medium learning experience for non-native users of English and programme evaluation.

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六指琴魔卷8 絕滅【大結局】

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作者： Bruce Morrison 新功能介紹
出版社：香港大學出版社新功能介紹
出版日期：2011/10/01
語言：英文

Independent Language Learning：Building on Experience, Seeking New Perspectives使用心得

內容來自YAHOO新聞

聖經內容入北京教材輿論兩極化

旺報【記者黃阡阡╱綜合報導】

「宗教信仰」自大陸文革後，乃至今日逐漸開放的社會，始終是一個敏感的議題。但5月31日一位大陸網友在微博上抗議指出，北京語文課改教材第13冊，居然將〈創世紀〉此一基督教聖經內容，定為神話故事列入教材，既明顯違反大陸的明定法律，也引起大陸網友的熱烈討論。

為傳承中華文化，大陸語文出版社日前決議修訂語文教材後，隨之而來的〈南京大屠殺〉一文去留，已鬧得沸沸洋洋；未料，不在語文出版社修訂教材名單中的北京，卻也因課文涉及宗教一事，捲入爭議當中。

這位化名為「平民王小石」的大陸網友，不僅條列出《中華人民共和國教育法》第8條規定：「國家實行教育與宗教相分離」，也引述中國政協委員何新的話指出，文科教材的編訂是不能放開的，且文科教材應該只有一個藍本；這不僅是國家統一的象徵，也是體現教育的崇高與莊嚴。

「平民王小石」並呼籲大陸教育部，不僅應停止開放文科教材編訂權政策，國家各省市文科教材也應全數收歸人民教育出版社，統一規範編寫，並同時加強對人民教育出版社監督、管理。

事件一出，負責編寫該版教材的北京教育科學研究院相關人員表示，該教材的出版時間早在10年前，當時因課文多收錄女媧造人、盤古開天地等中國傳統神話，才會斟酌加入西方的神話故事。本意是希望學生能從神話角度開闊視野，並了解西方名著中的神話故事。

到底是「宗教」抑或屬「神話」？目前大陸網友從一面倒的批評，轉為兩極化的輿論。雖有部分網友仍覺得，這與全面依法治國背道而馳；但也有人認為，在公立教材中以介紹神話，引入一些宗教經文並無不妥。

新聞來源https://tw.news.yahoo.com/聖經內容入北京教材-輿論兩極化-215006253--finance.html

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