大一通識國文課程定位與精進方案－以先秦諸子篇章的選讀與應用爲例

University Freshman General Knowledge and Chinese Literature Course Strategies and Improved Program-Selected Readings and Applications from the Pre-Qin Philosophers

楊淑華(Shu-Hua Yang) ； 葉憲峻(Hsien-Chun Yeh)

《臺中教育大學學報：人文藝術類》 23卷1期 (2009/06) Pp. 19-53

https://doi.org/10.7037/JNTUHA.200906.0019

摘要

本論文先以臺中教育大學歷次國文課程變革爲線索，找出師範校院中本國語文課程有授課時數遞減、課程應作清楚定位、教學效能宜確立等三項值得探究的議題。繼而，分析新訂「大一國文課程綱要」的內涵，以勾勒出該校「大一通識國文」課程的定位與三項特色。
其次，研究者以此課程定位爲基準，嘗試建構一個以閱讀古文篇章、思考生命哲學爲重心，藉「辯論」的表達形式強化學生聽與說的練習，並作動態評量的統整式方案。同時於實施後，兼用量化與質性的資料分析，對本方案進行成效檢討，因而獲致各項研究結論，對學界先進與相關系所提出具體建議。

關鍵字

大一國文 ； 通識課程 ； 統整式教學方案 ； 辯論

並列摘要

This study first examined Chinese literature courses at National Taichung University during successive semesters for clues, and found that there were three issues worthy of exploration, namely the number of hours of instruction of Chinese literature courses at normal universities has been gradually decreasing, the courses need clearer positioning, and teaching performance must be confirmed. The study then analyzed the content of the recent version of the ”Freshman Chinese Literature Course Outline” in order to summarize the positioning of the university's freshman Chinese literature course and the three characteristics.
Taking the course positioning as a foundation, the author constructed a course centered on reading chapters of ancient literature and thinking about the philosophy of life, strengthening students' listening and speaking abilities through argumentation, and create an integrated program with dynamic assessment. Furthermore, after implementation, the study used quantitative and qualitative data analysis to review the performance of the program. The conclusions obtained by this study are provided to educators and relevant departments in the form of specific recommendations.

並列關鍵字

Freshman Chinese Literature ； General Knowledge Course ； Integrated Instructional Program ； Argumentation