二年級國語文造句教學之行動研究

An Action Research on Teaching Chinese Sentence Composition for the Second Graders

丁春月(Chun-yue Ding)

指導教授 ： 蔡清田

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2014年)

摘要

本研究旨在探討二年級學生的國語文造句教學，透過應用合作學習的教學方式，採用行動研究法，分別從情境分析、課程方案規劃、課程方案設計、課程方案實施、課程方案評鑑等階段，蒐集觀察記錄、訪談紀錄、教學日誌、學習單、省思札記等資料，進行資料分析，實施監控課程方案歷程及評析課程方案之成效，以達成研究的目的。 主要研究的問題有： 一、如何透過情境分析國語文造句教學行動方案與省思？ 二、如何規劃國語文造句教學行動方案與省思？ 三、如何實施國語文造句教學行動方案與省思？ 四、如何評鑑國語文造句教學行動方案與省思？ 本研究結論如下： 一、從透過情境分析國語文造句教學行動方案與省思中發現：透過情境分析可蒐集利於教學活動的資料，有助於行動方案的進行；透過情境分析有利於研究情境的瞭解，善用情境優勢指引課程發展的方向；透過情境分析凝聚協同研究夥伴的共識，尋求解決教學問題的方法；透過情境分析有助於教學活動的組織與進行。 二、從規劃國語文造句教學行動方案與省思中發現：建立教學目標以能力指標為基礎，進而確定課程行動方案的具體方向；成立學習社群，提升教學專業素養；透過合作學習的教學活動，提升學生學習的興趣；關注合作學習於造句教學課程行動方案的發展，強化課程設計能力。 三、從實施國語文造句教學行動方案與省思中發現：運用多樣化的教學資源，豐富造句行動方案課程內容；合作學習潛在課程影響學童之生活態度與行為；行動課程方案需要協同研究夥伴，方案實施才能順利進行；實施造句教學行動方案，縮短課程理論與實務之間的差距。 四、從評鑑國語文造句教學行動方案與省思中發現：以造句為教學媒介，結合多媒體資源的教學成效良好；合作學習於造句教學活動可以提升學童造句的能力；合作學習的教學方式可以提高學生的學習動機與興趣；教學者應提升自身的造句教學專業素養，並把握隨機教學的機會。 最後根據本研究之結論提出建議，作為教師教學上與未來後續研究之參考。 關鍵詞：國語文、造句教學、行動研究、合作學習

關鍵字

合作學習 ； 行動研究 ； 造句教學 ； 國語文

並列摘要

The research aims to explore Chinese sentence composition teaching for the second graders in application of cooperative learning. In order to reach the goals, the action research was adopted involving the phases of scenario analysis (i.e., the plan of curriculum project, the design of curriculum project, the implementation of curriculum project, and the evaluation of curriculum project), and the data were collected from each phase, including observation, interviews, teaching diaries, worksheets, and reflections to monitor the processes of curriculum project and evaluate the effectiveness of curriculum project.

The research questions to be addressed in the study are as follows:
1. How to apply scenario analysis to Chinese sentence composition teaching and what’s the reflection on it?
2. How to plan the project of Chinese sentence composition teaching and what’s the reflection on it?
3. How to implement the project of Chinese sentence composition teaching and what’s the reflection on it?
4. How to evaluate the project of Chinese sentence composition teaching and what’s the reflection on it?

The research conclusions in the study are shown as follows:
1. The findings of applying scenario analysis to the project of Chinese sentence composition teaching and reflecting on it:(1) using scenario analysis facilitated the collection of data from teaching activities and helped proceed the action project; (2)using scenario analysis assisted in understanding the research scenario and then helped the researcher develop the curriculum in terms of scenario advantages; (3) it benefited the research partners to reach the consensus to find out the resolutions of teaching problems with scenario analysis; (4) it helped the researcher to organize and proceed the teaching activities with scenario analysis.
2. The findings of planning the project of Chinese sentence composition teaching and reflecting on it: (1) setting teaching goals based on Competence Indicators of Grade 1-9 curriculum confirmed the specific directions of curriculum action project; (2) establishing learning community enhanced the teaching literacy; (3) teaching activities in applying cooperative learning promoted students’ learning interests; (3) concerning about the development of curriculum action project of Chinese sentence composition in applying cooperative learning strengthened the researcher’s ability of curriculum design.
3. The findings of implementing the project of Chinese sentence composition teaching and reflecting on it: (1) using various teaching resources enriched the content of action project of Chinese sentence composition; (2) latent curriculum of cooperative learning influenced the students’ life attitude and behavior; (3) co-research partners were needed to implement the project fluently; (4) implementing and applying cooperative learning to Chinese sentence composition teaching shortened the gap between curriculum theory and curriculum practice.
4. The findings of evaluating the project of Chinese sentence composition teaching and reflecting on it: (1) regarding Chinese sentence composition as teaching medium and using multimedia resources made teaching effectively; (2) applying cooperative learning to Chinese sentence composition promoted students’ ability, learning motivation and interests; (3) it is necessary for teachers to improve their professional literacy of Chinese sentence composition teaching and take chances to instruct students in Chinese sentence composition at all time.

Finally, the suggestions based on the conclusions of the research may offer the references for teachers’ teaching as well as study in the future.

Keywords：Chinese language, sentence composition, action research, cooperative learning

並列關鍵字

action research ； sentence composition ； Chinese language ； cooperative learning

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