- 期刊
- OpenAccess
字遊自在：生命探索融入國文課程教學設計
At Ease with Words and Self: Exploring Life in Chinese Literature Curriculum Design
摘要
大學新鮮人甫踏進校園，除了身分轉換外，同時也展開全新的生活模式。對於離鄉就讀的大一新生來說，擺脫考試、升學壓力，尤其離開原生家庭環境，揮別諸多約束，可謂充滿新鮮感。然而自由自在的同時，也面臨了自我認同、思索生命價值、考慮未來方向等問題。大一國文作為基礎通識課程，除了提升語文能力之外，更重要的應是引導、協助學生在閱讀文本的過程中，得到知性與感性的共鳴，進而透過文字或口語表達個人的觀察與感受。本文選定「字／自」為中心，結合文字、自我，設計以生命探索為導向的大一國文課程。內容分成三個單元：第一單元「自名得意」，由名字溯源出發，尋找個人起源、家族關係網絡。名字寄託家人的期待與祝福，讓學生找出文字本義，並訪談父母親人，瞭解命名的原因、方法。第二單元「字求多符」，請學生用一個中文字來表達對未來四年大學生活的期待。大學時光看似漫長實則飛快，是探索興趣、累積知能的關鍵階段。課堂另安排文章閱讀與討論，藉以引導學生思考未來發展的多元可能性。第三單元「我在故我思」，人可以選擇不同的生活模式、人際互動型態，但無法完全脫離社會群體。從個人為中心延伸至社會關懷，旨在讓學生連結現實，探討當前各種社會議題。三個課程單元均結合文本、影像，帶領寫作、分享。文本選讀包含古今詩詞文學作品，輔以多媒體影像，搭配課堂討論互動，期能引導學生從探索生命議題、解析文字內涵之中，學習思辨，肯定自我，定義未來。
並列摘要
Upon entering universities, other than having new identities, freshmen engage in new lifestyles. For freshmen studying out of town, they left their home and pressure from examinations behind and face new challenges such as self-identity, the meaning of life, and future direction. As a core course for all freshmen, Chinese Literature 101 aims to improve freshmen literacy and learn knowledge and more importantly, to guide them to express their observations and perceptions better orally and in written form. This paper centers around the homophone in Chinese, ＂words/self＂, designing the course by combining words with the journey of self. Section one, ＂the wonderful self/word＂, is etymology of each student's name as well as genealogy project. Oftentimes, parents convey their expectations toward and/or best wishes for their children in names. By tracing the etymologies of their own names and interviewing their parents to understand the intentions of their parents, students will understand themselves on a deeper level. In section two, ＂searching for the fantastic talisman/fortune＂, students will each come up with one word that foretells his or her life in the university that accompanies their experiences of acquiring knowledge and exploring interests. Assigned readings and discussion sessions will further facilitate them pondering their future possibilities. Section there, ＂I am therefore I think＂, exposes students to reality and encourage them to get involved with the general public. These three units incorporate texts and images as aids for students to write and share their exploration, sharpen their deliberation and expression so as to envision their future and embody their ideal selves.