生命教育視角下之閱讀教學－以案例教學為基礎之探究

An Enquiry into Teaching and Learning Based on Case Method in the Prospective of Life Education

彭妮絲(Ni-Se Peng)

《人文研究期刊》 8期 (2010/12) Pp. 31-57

https://doi.org/10.29521/JHR.201012.0002

摘要

語文的外延與生活的外延相等，學生學習語言的過程，實際上就是體驗生活、經歷人生的過程；生命視角下的語文教育，也就是讓學生置身於各種感情波動的情境中，經過心靈碰撞以感悟人生。在講授式教學中，主要依賴教師的外部明示和學生的內部升華來實現隱性知識和顯性知識的相互轉化，但是在這兩個環節中，教師的外部明示能力和學生的內部升華能力或許限制了隱性知識的轉化，如果能把握個體間共享隱性知識關鍵的、潛移默化的過程，隱性知識的轉化就得以完全、順利。案例教學是指通過對一個含有問題的、具體的教育情境的描述，引導學生對這些特殊情境進行討論的一種教學方法，在一定意義上它是與講授法相對立的；在教學時若能善用案例教學，更可將生命教育的概念融入閱讀教學中。生命教育視角下的閱讀教學，強調在教師的引導下，重視學生獨特的感受、體驗與理解，繼而發展個性化與深化閱讀的語言學習活動。因此，研究者著眼於案例教學之啟示，設計以生命教育為取向的閱讀教學課程，進行以技術學院同學為對象之行動研究，提供學生觀察、探索與思考的語文學習環境與機會，期藉由這樣的論述架構設計，提供一個文本與自我對話場域。

關鍵字

生命教育 ； 語文教學 ； 案例教學 ； 隱性知識 ； 文本

並列摘要

The extension of language is equivalent to that of livgin. To learn a language is in fact nothing but to experience a living or even the whole life--it is the actual process of language learning. The linguistic education from the perspective of life education is one that situates students in various contexts and then they would understand life by experiencing diverse feelings and mental events. Traditionally, we teach language by lecturing students. In this case, to interweave the tacit and explicit knowledge can only depend upon the demonstration given by teachers and the inner transition of students. However, both capacities of teachers in demonstration and students in transition may limits the transfiguration of tacit knowledge. We know that individual students exchange their tacit knowledge unobtrusively and imperceptibly, if its essential process could be properly grasped, the transfiguration of tacit knowledge will be done completely and successfully. Teaching by case-method is to provide learners with an educational context consisting of detailed descriptions and some questions related to it and thereby encourages these learners in discussing freely against this context. It is in contrast to the lecturing method in that the former, when well utilised, can help to integrate the life education with the teaching and learning of language. Seen form the viewpoint of life education, the linguistic education is to emphasise the instructing of teachers and to value the unique feelings, experiences, and understandings of students. The purpose is to develop both individualised and deepened reading performance in linguistic learning. The author, inspired by this approach, designed a life-education-oriented programme and applied it to students in one college of technology as case study, offering the subjects an environment to observe, explore, and think. The aim here is to construct a space for dialogue between the texts and the minds of students.

並列關鍵字

life education ； linguistic teaching and learning ； case method ； tacit knowledge ； text