TEACHING
教學
Teaching
我的教學經驗大多不在標準的課堂裡：資源班、住宿生課輔、一對一家教。這些場景的共同點是進度表沒有用，得先知道學生卡在哪一步。
Most of my teaching has happened outside standard classrooms: resource rooms, dormitory tutoring, one-on-one sessions. What they have in common is that a syllabus does not help; you first have to find the exact step where the student is stuck.
TUTORING
教學與課輔
Tutoring
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2023.09–2026.06
家教 · 國中全科Private Tutor · Junior High, All Subjects
一對一One-on-one
為一位有特殊學習需求的國中生進行三年的全科教學，會考成績從 4C 提升至 2B2C（英文除外）。Three years of all-subject tutoring for a junior-high student with specific learning needs; entrance-exam results improved from 4C to 2B2C (excluding English).
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2025.03–2026.02
家教 · 國小作文Private Tutor · Elementary Writing
三位高年級學生Three upper-grade students
為三位國小高年級學生設計並帶領作文課程，持續一年。Designed and taught a year-long writing course for three upper-grade elementary students.
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2025.02–2025.06
住宿生課輔教師Dormitory Tutor
新竹縣尖石國中Jianshi Junior High School, Hsinchu County
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2022.09–2024.06
資源班課輔教師Resource Room Tutor
新竹市東園國小Dongyuan Elementary School, Hsinchu City
OUTREACH
教育服務與海外見習
Outreach and Practicum
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2023–2024
教育服務團 幹部Education Service Corps, Officer
國立清華大學 · 社團National Tsing Hua University · Student organisation
舉辦及參加超過二十場營隊，負責課程設計與現場執行。Organised and joined more than twenty camps, responsible for curriculum design and on-site delivery.
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2025.06
日本大阪中華學校教育見習Education Practicum, Osaka Chinese School
國立清華大學師資培育中心 · 總召NTHU Center for Teacher Education · Coordinator
為期兩週的見習，規劃四堂以上入班文化交流課程，並在團隊中擔任總召，統籌公共事務。A two-week practicum. I designed more than four in-class cultural exchange lessons and served as team coordinator.
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2024.06
光罩日本教育見習計劃Japan Education Practicum Program
國立清華大學／光照基金會 · 見習成員NTHU / Photomask Foundation · Participant
前往日本愛媛，參訪當地幼兒園、國小、國中及高中，於幼兒園與國中進行試教，並以教師訪談進行跨國教育行動研究。Visited kindergartens through high schools in Ehime, Japan; taught trial lessons at a kindergarten and a junior high, and conducted cross-national action research through teacher interviews.
APPROACH
教學理念
Approach
先動手，再講理論。課輔和家教教會我的是：學生說「我不懂」的時候，通常不知道自己是在哪一步不懂——找到那一步比重講一次有用得多。
這也是我後來對腦波感興趣的原因。如果能在學生說得出口之前，就看見理解有沒有發生，教學的回饋迴路會短很多。
Hands first, theory second. What tutoring taught me is that when a student says “I don't get it”, they usually cannot say which step lost them. Finding that step is far more useful than explaining the whole thing again.
That is also why I became interested in EEG. If we could see whether comprehension is happening before a student can put it into words, the feedback loop of teaching would get a great deal shorter.