以國際文憑中文A語言與文學課程培養學生文化理解及批判思維之行動研究

本研究旨在探討高中華語課程中，以國際文憑中文A語言與文學課程培養學生文化理解及批判思維之深化歷程、利用循序漸進的課程設計加強學生對作品分析深度的改變情形。其次，探討學生在習得文學分析技巧後，藉由對作品細緻深入的分析探討，理解故事裡的文化，以具洞察力的批判思維觀點，對作品中的議題，作出論據充分的辯證，同時展現出關懷同理心。最後，探討在課程設計實施過程中，教師教學獲得的省思與專業成長。本研究採用行動研究，以研究者所任職的懷德高中高階文學組的學生為研究對象，進行三個循環的課程。課程設計以情境脈絡為基，以領域概念理解和深化為經，以學習歷程和策略為緯，以素養發展為軸的三維體系深化學習方式培養學生知識、情意、技能，並期許學生帶著具遷移性的批判思維能力走出課堂，成為「思考深入」的人，凡事懂得反省、反思，對任何事都能作最客觀及公正的評判，成為一個懂得關懷同理的人。本研究以觀察記錄、教學省思、學生寫作分析、學生簡報資料、學生口頭評論音檔、以及學生創作等進行質性資料分析。研究結果顯示：一、分析作品的細緻度是必要條件二、引導的技巧決定學生到達的高度三、文化理解與批判思維的可訓練性四、深化學習是真正知識的獲得五、具遷移性的批判思維對生活及週遭的助益六、對作品深度探討所產生的潛移默化之關懷同理心七、研究者在課程發展後，獲得的反思與成長，有助與提升教學與推廣能力由以上結果得知，學生經由修習「國際文憑中文A語言與文學」的課程，是知識、情意、技能的培養，對人、事、物擁有一顆細緻敏銳的觀察力，並擁有客觀的批判思維之洞察力，成為一個能解決問題、面對挑戰並成為一個懂得關懷同理的人。

關鍵字

國際文憑；中文A ；語言與文學；文化理解；批判思維；行動研究

並列摘要

The purpose of this thesis is to explore the process of deepening the cultural understanding and critical thinking of students in the IB Chinese A Language and Literature course and to articulate the step-by-step course design used to strengthen students’ depth of analytical thinking. Secondly, literary analysis skills of the students are investigated through careful, in-depth analysis of their work focusing on their understanding of the culture within literary works, their development of insightful critical thinking points of view, their ability to make a sufficient argument for the issues in the work, and their ability to empathize with characters in literature. Finally, the thesis discusses the reflection and professional growth of teachers through the course of curriculum design implementation. The thesis adopts action research and takes the researcher’s students of the Huaide Senior High School Literary Group in three cycles of courses as the research object. The action research design is based on situational teaching context with focus on the understanding and deepening of domain concepts in the classics with the learning process and strategies as the means to develop literary criticism skills in order to cultivate students' knowledge, affectation, and skills. Moreover, a goal of the methodology is for students to develop and utilize transferable critical thinking abilities outside of the classroom in order to become critical thinkers, who understand and reflect on their world, can make objective and fair judgments, and approach the world with care and empathy. In this study, qualitative data analysis was carried out based on observation records, teaching reflection, student writing analysis, student briefing materials, student oral commentary audio files, and student creations. Research shows: 1. Analysis of the detail of the work is a necessary condition 2. The guiding skills determine the height that students reach 3. Cultural understanding and trainability of critical thinking 4. Depth of learning is the acquisition of real knowledge 5. The transfer of critical thinking to life and surroundings 6. The empathy developed from the in-depth discussion of the work 7. The reflection and growth of the researchers after the course development helps to improve the teaching It is known from the above results that students who take the International Baccalaureate Chinese A Language and Literature course truly cultivate knowledge, empathy, and skills. They develop keener observation of people, events, and objects, and have greater objective criticism. The insightfulness of their thinking fosters a person who can solve problems, face challenges and become a caring and empathetic person.