敘事課程融入跨領域教學之實踐研究－以大學國文「人際關係」單元為例

將敘事理論結合教學與課程領域，可將「敘事」視為教學內容，進行一系統的分析與研究。本研究以「敘事」理論作為課程實踐的架構，援引Harris「混合敘事」（Blending narratives）的策略，並融入跨領域教學，進行「中文閱讀與表達」課程中「人際關係」單元的教學實踐研究。本研究希望探討敘事教學中活動設計的規劃與進程，瞭解跨領域教學融入敘事教學之學習成效。本研究採行動研究法，研究對象為1班教育學院大一國文學生，研究課程歷時四週，包含7節課堂課及3小時場域走讀。研究資料有學生學習單、課堂小組討論單、學生期末回饋問卷及教師課堂觀察記錄。從研究中可知：（一）螺旋式、情境式的多元層次課程設計能提升閱讀成效。文本的閱讀有賴「讀者──文本」間螺旋式的反覆解讀模式，逐步聚焦於主題。而情境式、半開放式的文本分析提問，能有效幫助學生連結文本。課程活動的設計，即是以此為原則，建構出一種層次性的過程；（二）跨領域課程的融入，能提高學生的學習意願。以主題為核心所開展的跨領域課程能擴展學生的生活經驗，將學習內容與現實生活結合，有效提升學生的學習意願。然而，點狀的跨領域學科，要順暢的融入原有課程，除了教師共備外，猶待更嚴謹、整體的課程規劃，以及對課程本位的重新思量。

關鍵字

敘事教學；跨領域課程；大學國文；教學實踐研究；人際關係

並列摘要

Combining narrative theory with teaching and curriculum fields can treat ＂narrative＂ as teaching content and conduct a systematic analysis and research. This research uses the ＂narrative＂ theory as the framework for curriculum practice, cites the strategy of Harris's ＂Blending narratives＂, and incorporates interdisciplinary teaching. The author conduct research on the teaching practice of the ＂Interpersonal Relations＂ unit in the ＂Chinese Reading and Expression＂ course. This research hopes to explore the planning and process of activity design in narrative teaching and understand the learning effects of interdisciplinary teaching integrated into narrative teaching. The research adopts the action research method, and the research objects are students in the first-year Chinese language course of the College of Education. This course lasts for four weeks, including 7 classroom lessons and 3 hours of field study. The research materials include student study sheets, classroom group discussion sheets, student feedback questionnaires and teacher classroom observation records. From the research we know: (1) Spiral and contextual multi-level curriculum design can improve reading effectiveness. The reading of the text relies on the spiral and repetitive interpretation mode of the ＂reader-text＂, gradually focusing on the subject. Contextual and semi-open text analysis questions can effectively help students link text. The design of curriculum activities is to construct a hierarchical process based on this principle. (2) The integration of interdisciplinary courses can improve students' learning willingness. The cross-field courses carried out with the theme as the core can expand students' life experience, combine learning content with real life, and effectively enhance students' willingness to learn. This study also finds that dot-shaped interdisciplinary subjects must be smoothly integrated into the original curriculum. In addition to the teachers' co-preparation, more rigorous and overall curriculum planning and rethinking of the curriculum standard are still needed.