主題式教學應用於大學國文課程學習成效之研究：以「性別意識」單元為例

大學國文教學目前走向主題式、單元式，以議題為中心。本課程設計結合學生生命經驗，並運用多元化教學策略，以情境式、脈絡化的教學，讓學生從實踐中建構知識、技能與態度。本研究採用行動研究法，以人文學院及理學院各一班級學生為研究對象，針對大一「大學國文」課程中「性別意識」單元之學習記錄及課堂觀察為研究資料，探討大學國文課堂實施主題式教學中不同學院學生性別意識改變的學習成效。本研究發現主題式教學中不同學院學生對教材文本及輔助影片的學習偏好有異，人文學院學生進行討論活動時會依據教材文本加以詮釋，而觀看影片時則較關注語詞對話；理學院學生則對教材文本較為疏離，對議題的興趣高於文本，觀看影片時也大多關注於人物動作。除此外，本研究發現大學生的「學習偏好」與「學習態度」會影響教材文本的學習成效，除此外，本研究運用PISA閱讀歷程三階段分析大學生的影片學習特性發現：人文學院學生多聚焦在「訊息擷取」上，理院學生的「統整解釋」與「省思評鑑」的學習成效較佳。本研究將提供相關領域學者在大學進行主題式國語文教學之參考。

關鍵字

大學國文；主題式教學；學院屬性；學習成效；性別意識

並列摘要

At present, the Chinese teaching in universities is developing in the direction of theme and unitization, combining texts with students' life experiences, and using diversified teaching strategies, contextualized teaching, so that students can construct the knowledge, skills and attitudes they possess from practice. This ＂University Chinese Course ＂ is a compulsory course for the first year of the university. It is divided into classes according to the college. Each class contains students from all departments of the same college. The main objective of the course is ＂care for life＂. The textbooks are arranged thematically in unit style. They discuss life issues in the way of reading ancient and modern texts, helping students to observe themselves, reflect on life, and develop different life horizons. The thematic teaching applied to the ＂University Chinese Course＂ emphasizes that students are the main subjects. However, in the teaching site, students from different colleges can also be found to have slightly different learning styles. This research takes two ＂University Chinese Courses＂ classes taught by the author as research objects. Among them, one class is composed of the Faculty of Humanities and the other the Faculty of Science. Research on the ＂Gender Awareness＂ unit in the curriculum is to explore the differences between different colleges in thematic teaching. There are two research topics in this study: (1) The learning preferences of students from different colleges in the thematic teaching of ＂University Chinese Course ＂ (2) The learning effectiveness of students from different colleges in the thematic teaching of ＂University Chinese Course ＂ Thematic teaching is based on the theme, designing related teaching content and activities. It is emphasized that every teaching activity is designed to solve (or clarify) the scale (or method) of a certain topic (Chen, 2011). Thematic teaching usually adopts group discussion, through the interaction and dialogue of heterogeneous group members, it is helpful for the learning of group experience (Ko, 1998). At present, research on thematic teaching in university Chinese courses mainly focuses on the design and explanation of teaching plans. Thematic teaching is usually also combined with Gardner's ＂Multiple Intelligence Theory＂. Howard Gardner's ＂Multiple Intelligence Theory＂ deviates from the traditional view of single intelligence and assumes that intelligence is complex and multi-faceted, including at least language, mathematical logic, space, physical kinesthesia, music, interpersonal, introspection, and nature Eight categories (Gardner, 2008). Applying this theory to teaching emphasizes the arrangement and integration of learning. Each unit, or each course, is not single, but interconnected. Therefore, in the classroom, diversified curriculum designs and strategies are adopted to help students build diversified knowledge and skills. The application of diversified teaching strategies to higher education sites has allowed people to pay attention to the learning styles and learning effects of students of different backgrounds. It is a pity that there are not many relevant studies at present. There are three papers by Qian Zhaoping and others comparing the learning effectiveness of students from different departments in the teaching of Chinese in universities. These three papers are all based on the freshmen of the University of Science and Technology as the research subjects It is found that the learning effect of picture book teaching is significantly better than that of animation teaching in the non-art field. However, in the art field, different teaching methods have no significant difference in the learning effect. On the whole, multi-media teaching can help improve learning effectiveness. Based on previous research results, this thesis further explores the thematic teaching of ＂University Chinese Course＂ and the differences in learning effectiveness between different colleges with five assignments in a certain unit used as research data for analysis. Hopefully, through this research, the relations of thematic teaching in the ＂University Chinese Course＂ and the differences among colleges can be explained more fully. This research adopts the action research method. The research subjects are the students from the College of Humanities and the College of Science in the first-year ＂University Chinese Course＂ Using the study records and classroom observations of the ＂Gender Awareness＂ unit as research data, the results of five assignments were analyzed to explore the learning preferences and effectiveness of students in different colleges in the implementation of thematic teaching in university Chinese language classes. In the ＂Gender Awareness＂ unit, two texts are selected. One is Ming Dynasty novels and the other is modern poetry. These two texts are adapted, based on the folk tales of ＂The Legend of the White Snake＂, but have been interpreted differently. The evaluation of the relationships among the characters shows the cognitive differences of gender in different eras. This unit focuses on ＂character images＂ and uses different interpretations of different backgrounds to guide students to observe the different gender awareness in ancient and modern texts and then to understand and think about the differences in multiple aspects. This unit consists of six classes in three weeks, and there are five tasks for data analysis: (1) Value clarification form: to examine whether the students have gender stereotypes by use of the Mentimeter online software. (2) Text preview test: to test the students' understandings of the two texts. (3) ＂Legend of White Snake＂ board game discussion sheet: to conduct group discussions on the image of the characters by use of the ＂Legend of White Snake＂ board game (4) ＂Focused Conversation＂ study sheet: to fill in the personal study sheet after the video. (5) Story adaptation: to carry out the story adaptation of ancient texts through group discussion. According to this research, students in different colleges have different learning preferences for textbook texts and visual aids in thematic teaching. When the students in the School of Humanities conduct discussion activities, they are more accustomed to relying on the textbook but inclined to focus on verbal dialogue when watching movies. The students of the Faculty of Science rely less on the textbook. Rather than the text itself, they are more interested in topics and attentive to the performances of the characters when watching the film. In terms of learning effectiveness, the interaction of ＂learning preference＂ and ＂learning attitude＂ affects the learning effectiveness of texts. Using the three-stage analysis of PISA reading process, As for the video-assisted learning, the students in the Faculty of Humanities mostly focus on the level of ＂information extraction＂, while the students in the Faculty of Science are more likely to achieve the learning effects of ＂understanding explanation＂ and ＂reflection evaluation＂. Through this research and reflection, this paper also provides suggestionsfor thematic teaching of the ＂University Chinese Course＂. Thematic and diversified teaching is indeed helpful to enhance students' learning motivation. However, while the topic is elaborated, it is necessary to add a text description. It is recommended that more detailed planning and operations be carried out in the time allocation to avoid the imbalance between the interpretation of this article and the discussion of the topic. The learning preferences and effectiveness of students in different colleges are different. Teachers must adjust the proportion of texts and topics in a timely manner to achieve good learning results. Furthermore, each text emerges from its spatiotemporal background. It is suggested to strengthen the description of the writing background of classical texts, including the author's intentions and the social background of the time, and to guide students to think further from different perspectives so that they would not criticize ancient texts with current values and any existing prejudices.

並列關鍵字

university Chinese course ； thematic teaching ； college attributes ； learning effectiveness ； gender awareness

參考文獻

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主題式教學應用於大學國文課程學習成效之研究：以「性別意識」單元為例

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