兒童文學與兒童讀書會

林意雪

《兒童文學學刊》 2期 (1999/05) Pp. 261+263-284

https://doi.org/10.6739/ttchl.199905_(2).0013

摘要

語文教學除了基本語文能力如聽、說、讀、寫之外，應該涵蓋更為重要的文學欣賞、以及從閱讀中養成思考能力，以增強學童自主學習能力並培養其閱讀習慣及興趣。然而，如果能在現有國小課程當中，運用閱讀課與說話課的時段，為學童經營一個兒童讀書會，便能彌補目前語文教學中過度倚重教科書、而較少接觸文學作品的缺憾。在教室中成立兒童讀書會，不僅可以引導學生閱讀國內作家創作或國外翻譯的兒童文學作品，使他們有機會廣泛地接觸各種不同的文學內涵，還能使學生能從合作討論與延伸活動當中，獲得閱讀的另一種樂趣。兒童讀書會應該如何進行，並包括哪一些重要的課題與內容，才不致於侷限在一般語言課程原來的架構之中？本篇論文中將從兒童讀書會應該包括的內容以及帶領的方法開始，論述進行讀書會對兒童語文學習及閱讀習慣養成的重要性，並期望充份利用學生在兒童讀書會中同儕互動的力量，加強其思考技巧的培養。文中亦將列舉教學中的實例為佐證，以提供目前的語文教學作為參考。

並列摘要

Besides four basic ability: listening, speaking, reading and writing, the more important part, the literature education should also be included in the education of language in the elementary school. To divide the present curriculum into extra class to satisfy this goal, for many teachers, could be an overwhelming work. Yet by using the reading and speaking periods to manage a book club for the students; the phenomenon of overemphasizing the textbooks and ignoring the children's literature can be improved. Establishing a children's book club in the classroom may lead to expose students to the broader reading in national and international children 's literature, to the enjoyment of reading by designing cooperative discussion and extensive activities. How does the children's book club work? What do we need to put together to go beyond the frame of current curriculum standards? It is the goal of this article to state the content and methodology in children's book club, and how it helps to foster the language learning, especially in the habit of reading. Also it is expected that using the interaction among peers becomes the main method to enforce the thinking-skill teaching in the classroom. By giving different instances in practice, I hope this article will give significant value to the language education.