國際文憑IBDP中文B
-聆聽與閱讀理解課程設計與實施之行動研究

2020年，國際文憑大學預科的語言B將在考科加入聽力及閱讀理解測驗，世界各地的國際文憑教學者正為此項新變革進行課程設計及教學規劃。本研究旨在探討在高中華語課程中導入以國際文憑IBDP中文B為目標的聽力與閱讀理解課程的發展歷程、教學因應及學生聽力寬度的改變情形。其次，探討學生在接受聆聽及閱讀理解的策略教學導入後，在聽力策略、學習動機和學習自信的改變情形。最後，探討在課程方案實施過程中，教師教學、課程推廣上的反思與成長。本研究採用行動研究，以研究者所任職的先鋒高中初階華文四的16位學生為研究對象，進行三個循環的課程。透過設計使用後設認知策略、社會與情感策略及認知策略三個不同目標的課程活動帶領學生進行聽力與閱讀理解課程。學生參與學習活動的過程中，運用聽力的學習策略提升自身的聽力及閱讀理解能力，期望在未來面對未知的聽力語料及測驗題型時，能夠順利啟動聽力策略來迎接挑戰。本研究以觀察記錄、教學省思、教師訪談記錄、學生訪談資料、學生學習文件及自編的學習過程問卷等資料等進行質性資料分析。本研究發現有四點：一、聽力策略的導入是聆聽及閱讀理解課程設計的必要條件。二、後設認知策略透過明確的教學指令使學生專注力提升。三、社會情感策略透過分組合作學習能降低學生的焦慮。四、認知策略透過有架構的教學及練習將提升聆聽與閱讀理解的學習成效。根據以上發現，提出四點結論：一、實施以聽力策略為導向的聆聽與閱讀理解課程，對學生的學習經驗具有正向影響。二、教師在課程發展中，學習許多的聽力教學法，有助於提升課程設計的能力。三、研究者在課程發展後，獲得的反思與成長，有助規劃校本聽力課程的規劃和設計。四、聽力寬度的教學應以中高階的聽力學習者為對象。最後，研究者根據本研究分別從「華語教學者」、「聽力教材選擇」及「建構校本課程」三個面向提出建議，期望能為未來華語聽力的教學實施者有些許幫助。

關鍵字

國際文憑；聽力策略；華語學習；行動研究

並列摘要

In year 2020, the International Baccalaureate Diploma Programme (IBDP) will have a new listening and reading section on the Chinese B external exam. Many of the IB educators are in the process of designing the new curriculum and learning to teach listening and reading comprehension to their students. This action research aims to explore the new curriculum development processes, to observe students and teacher interaction throughout the newly designed course and to find ways to expand students' listening range. By implemented strategies into classroom activities, the researcher was able to explore student’s use of listening strategies, their transformation in learning motivation and change of confidence level. Finally, from teacher’s prospective, this study probes the professional growth of the researcher and offers suggestions for designing the school-base listening and reading comprehension curriculum in the future. This is a qualitative action research, 16 students from Honors Mandarin 4 class at Pioneer High School were participated in this study. These students will take IBDP Chinese B class in 2 years. Through three action cycle, researcher implemented the meta-cognitive strategies, social and emotional strategies and cognitive strategies into the course design accordingly. In the process of students participating in listening activities, they were taught to use listening strategies to improve their listening and reading comprehension skills and hope that they will be able to launch their own listening strategies to tackle the listening and reading test questions in the future. The methods of data collection include record of class observation, reflection of the reseacher, both teachers’ and students’ interview logs, student learning documents, and questionnaires. All the data will be organized and analyzed at the end. The finding of this action research includes: 1. The introduction of listening strategies is a necessary condition for listening and reading comprehension curriculum design. 2. Metacognitive strategies enhance students' concentration through clear teaching instructions. 3. Social and emotional strategies reduce students' anxiety through group cooperation. 4. Cognitive strategies will enhance the learning outcomes of listening and reading comprehension through structured exercises. Based on the findings, the research conclusions are:1. Implementing a listening strategy-oriented listening and reading comprehension course that has a positive impact on students' learning experience. 2. In the process of curriculum development, researcher had learned many listening teaching methods and improve the ability in curriculum design. 3. The reflection and growth of the researcher after the development of the course will help plan the planning and design of the school-based listening course. Finally, the researchers made suggestions from three different aspects includes: "to Mandarin Teacher", "to choose listening material" and "to develop School-based Curriculum". It is hoped that it will help the teaching implementers of Chinese listening in the future.