國小國語文「課」的教學－個教育工作者的反省性探究

Mandarin Lesson Delivery in Elementary School: An Educator's Reflective Study

潘世尊(Thie-Tzuen Pan) ； 黃秀琦(Shou-Chi Huang) ； 潘幸玫(Hsing-Mei Pan)

《國民教育學報》 9期 (2012/12) Pp. 215-246

https://doi.org/10.6390/JREE.201212.0215

摘要

國小教師的國語文教學，主要以國語課本每一「課」的教學為核心。然而，目前較少研究者從教師的角度出發，針對「課」的教學加以探究。有鑑於此，曾身為小學教師的筆者透過自我反思與敘說的方式，反省、檢討自我先前之國語文教學，然後針對如下問題提出具體建議：小學教師可教導哪些國語文閱讀策略？閱讀策略的教導及其後設認知的培養，可如何融於「課」的教學之中？融入閱讀策略的教導及其後設認知的培養之「課」的教學，可如何進行？為深化研究結果，筆者還訪談三位小學教師及蒐集相關文件，並據以調整自我先前之教學內涵。筆者所提出之建議具多項正面價值，可做為小學教師進行國語文「課」的教學之一種參考。

關鍵字

國語文教學 ； 「課」的教學 ； 閱讀教學

並列摘要

The teaching of ”lesson” is the nucleus of elementary school teachers’ Mandarin instruction. Researchers have, to date, not focused on lesson delivery from the perspective of elementary school teachers. Accordingly, the author, an experienced elementary school teacher, critically reflects on his own previous Mandarin teaching, through self-reflection and narration. Questions and suggestions emerge that include: What reading strategies, for Mandarin instruction, can elementary school teachers teach? How can the teaching of reading strategies and the cultivation of their meta-cognition be integrated into the delivery of lessons? How can teachers deliver lessons that integrate the teaching of reading strategies and the cultivation of students’ meta-cognition? In an attempt to improve study outcomes, the author interviewed three elementary school teachers and collected related documents. Teaching projects suggested by the author consist of several positive characteristics and can be used as a reference for lesson delivery within elementary school context.

並列關鍵字

teaching of Mandarin ； teaching of lesson ； teaching of reading