多文本閱讀的教學研發

Design Experiments to Promote Intertextuality in Reading

吳敏而(Rosalind J. Wu)

《國立臺北教育大學語文集刊》 23期 (2013/03) Pp. 123-157

摘要

文本互織或互文性有兩種呈現：文本內容的相互交織；文本內容在讀者腦海產生的義涵。筆者偕同中小學教師多年合作研發文本互織閱讀教學活動，以協助學生連結文本概念，教學目的包括認識文學要素、澄清和建構抽象概念，以及統整學科概念。本報告先回顧多文本閱讀教學的背景理論，再描述五個研發出來的教學模式：尋找故事脈絡；探討願望的實現及後果；建構歷史意義；延伸說明文的概念；深化科學概念。最後，提出多文本閱讀教學的設計原則和倡導「設計為基礎的研發」（design-based research）的建議。

關鍵字

文本互織 ； 設計為基礎的研發 ； 透過閱讀學習 ； 閱讀的連結 ； 閱讀教學

並列摘要

Intertextuality resides in the text and in the reader's interpretation. This paper describes the theoretical principles behind the design experiments that attempt to help young readers make connections between texts in order to discover trends in literature reading, clarify abstract concepts in content area reading, and to consolidate content when reading to learn. The researcher collaborated with schoolteachers to explore a variety of teaching activities that make use of multiple texts to help elementary and middle school students construct meaning from text. Five activities that make use of a variety of texts in different content areas are described in this paper: looking for different kinds of change in stories; exploring the fulfillment and consequences of wishes; constructing notions of cultural conflict, ideological conflict and power structure from historical fiction; expanding an abstract concept from the language textbook; clarifying a scientific concept. Design principles for using intertextual connections in reading activities are described. Recommendations are made for the use of design-based research as an alternative research paradigm in the development of teaching strategies and activities.

並列關鍵字

Intertextuality ； Design-based research ； Reading to learn ； Reading to connect ； Teaching reading

參考文獻

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