- 期刊
在台湾基于情境故事的修辞法学习—探究譬喻、转化及夸饰法之数码教材设计与ARCS成效
A Taiwan Case of Rhetoric Learning Based on Scenario Stories - An Exploration of Digital Material Design and the ARCS Effects on the Learning of the Rhetorical Devices of Metaphor, Metonymy and Exaggeration
摘要
善用修辞法可辅助写作与阅读之流畅，在台湾多以课堂讲解方式进行修辞法教学，学生理解修辞规则却无法活用。相关研究指出多元化的修辞教学有益于学习效果，本研究旨在探究修辞法之悦趣化学习的设计方法，以国中学生为研究对象，从教学现场访谈与问卷结果得知：譬喻、转化、夸饰，为三种最常使用的修辞法。本研究藉由文献分析并建构出故事脚本以强化学习情境，着重创意内容与故事结构；完整故事脚本先介绍故事背景，再衔接譬喻、转化、夸饰三个故事主轴，共有九个平行情境故事：明喻、隐喻、略喻、借喻、拟人、拟物、形象、放大、缩小。情境故事经三位教学专家审核与修改，制作成情境故事之修辞法数码教材。研究最后采准实验设计，由国中二年级两个班级共46个学生实际测试，借此探讨学生之学习动机情形以及对于本教材的整体评估。本研究经实验观察与记录过程，采用自编ARCS学习动机与教材整体使用情形之问卷调查，并继续深入访谈10个反应较为特别的受测学生。通过综合问卷与访谈分析，本研究主要成果反映了修辞法之情境故事数码教材在学生的学习动机呈现正面的表现情形，图文呈现有助于修辞内容的理解。研究最后谈及基于情境故事的修辞法学习之数码教材设计方式，其成果期望能提供情境故事设计于不同学科，或修辞法相关教材设计之应用参考。
並列摘要
The use of rhetorical devices can facilitate writing and reading. In Taiwan, however, rhetorical devices are often taught in a formal classroom setting whereby though students are taught the devices, they do not have the chance to use them in authentic situations. In this study, the authors attempt to come up with a digital material design for the joyful learning of rhetorical devices. Interviews with experienced teachers, surveys and questionnaires indicate that the three mostly taught rhetorical devices are metaphor, metonymy and exaggeration. Based on literature reviews, the authors believe that scenario stories can enhance the learning of rhetorical skills. They have therefore created a total of nine parallel situational stories which share a common background and are developed from scenarios using the three rhetorical devices of metaphor, metonymy and exaggeration. The situational stories were then reviewed and revised by three teaching experts before they were developed into digital materials. The quasi-experimental design was then tested by 46 eighth-grade students from two classes of two junior high schools so as to assess the overall evaluation of the materials developed and the learning motivation impact. In the final stage of the study, classroom observations were recorded, and the ARCS (Attention-Relevance-Confidence- Satisfaction) motivational model adapted by the authors as well as surveys were used to find out the effectiveness of the design. The surveys were followed by interviews of ten participating students. Major findings of this study are: (1) digital scenario stories produce positive ARCS effects, (2) graphic presentations help students to acquire the rhetorical devices. The authors are convinced that this digital design of scenario stories can be applied in the teaching of different disciplines.