經典閱讀教學的歷程分析

A Study on the Classics-Reading Instruction Process

許智香(Chih-Hsiang Hsu)

《慈濟大學教育研究學刊》 7期 (2011/02) Pp. 199-237

https://doi.org/10.6754/TCUJ.201102.0199

摘要

本研究的目的旨在設計具高度對話和討論的教學空間，選擇歷久彌新，且具原創概念和系統性書寫的教育經典作品，帶領師資生運用心靈解放(liberation of the mind)的對話討論方式，增進其閱讀理解和批判思考。
在教學方案實施過程，採用現場錄音、學習單、上課心得及研究札記等質性方式記錄和蒐集相關資料。
研究結果如下：1.本課程設計與教學活動的重點：提供先備知識、構思概念圖、教師監控和及時回饋及重視討論的技巧。2.教學成效：師資生在閱讀理解和批判思考上有所提昇：(1)閱讀理解：對文本有基本的概念、能掌握重點及統整架構；(2)批判思考：養成動腦的習慣、增加思維能力及擴大思考範圍。

關鍵字

經典閱讀 ； 經典閱讀教學 ； 閱讀理解 ； 批判思考

並列摘要

The aim of this research was to design a teaching space of high dialogues and discussion. Long lasting, original and systemic educational classical writings were selected, to lead students to liberate their minds through positive discussion, in order to advance their reading comprehension and critical thinking.
In terms of the research method, a qualitative research approach was used to record and analysis relevant data, including record data, learning sheets, research notes, etc.
The findings of this study were as follows:
1. The points of this curriculum design and teaching activities include: (1) the teacher must provide students with prior knowledge; (2) students need to construct concept maps and express their ideas; (3) the teacher must control the teaching process and supply feedback in time; (4) the importance of discussion and communication was stressed.
2. The outcome of teaching: students' reading comprehension and critical thinking made some progress. (1) The dimensions of reading comprehension: students could understand the basic ideas of the text, to catch she points and integrate the frame. (2) Dimensions of critical thinking: students cultivated thinking habits, to strengthen their thinking ability and enlarge their thinking range.

並列關鍵字

classics reading ； classics reading teaching ； reading comprehension ； critical thinking