運用「敘事學習」教學模式促進大學生之社會關懷－以國語文能力表達課程導入視障關懷為例

本文運用「敘事學習」教學模式，重新建構「國語文能力表達」課程設計，讓學習者在敘事學習的歷程中認識自己、在地連結、表達溝通、同理他人，並透過自我與他人生命的鏈結，促進其對社會之關懷。藉由一系列及脈絡性的教學實踐歷程，引導學習者察覺自我與視障者間的文化相似處，經由敘事言說的「敘事實踐」過程，逐漸消弭學習者著重於外在差異性的觀點，探索彼此內在的需求與相同處。回應敘事學習之研究文獻，印證課程設計經由「敘事學習」的歷程，讓學習者在進行總反思敘事時，因已體驗察覺到彼此間文化的相似處，故而與視障者培育發展成相互關懷的同理群體，在對自我與視障者生命探索的反思、社會的關懷實踐及有效刺激語文的學習成果上，皆扣合課程安排的學習目標，促進大學生社會關懷之學習成效。

關鍵字

大學國語文；生命探索；社會關懷；敘事學習；教學實踐

並列摘要

This article uses the ＂narrative learning＂ teaching model to reconstruct the design of the ＂Ability of Expressing in Spoken and Written Chinese＂ GE course. It allows learners to recognize themselves, connect locally, express and communicate, and empathize with others in the narrative learning process, and to promote social care through the linkage between the lives of the self and others. Through a series and contextualized process of teaching practice, learners are guided to recognize the cultural similarities between themselves and the visual impairments. The process of ＂narrative practice＂ gradually reduces the learners' perspective on external differences and explores their internal needs and similarities with each other. Through the process of ＂narrative learning,＂ the course allows learners to become a caring empathy group with the visual impairments as they reflect on their experiences and perceive the cultural similarities between themselves and the visual impairment. The reflection on the exploration of the lives of the self and the visual impairments, the practice of social care, and the effective stimulation of language learning outcomes are all in line with the learning objectives of the course. The course promotes the learning performances of social care for university students.