104學年度國小教科書詩歌體課文及其教學之研究

Research on the Text and Teaching of Poetic Text in Elementary School Textbook in 104 School Year

陳慧君(Hui Chun Chen)

指導教授 ： 趙衛民

淡江大學/文學院/中國文學學系碩士在職專班/碩士(2019年)

https://doi.org/10.6846/TKU.2019.00808

摘要

不論學習任何一門知識或技能，都需要語文能力做為基礎；而任何能力的培養，皆是由小學教育作為基礎，再逐漸擴充與增進。本研究以資料蒐集、資料歸納、內容分析的方法，針對目前通過審定制度下，104學年度康軒與翰林兩版本的國語教科書中的課文進行探討，透過兩種版本的課文在不同年段之分析與比較，以了解兩版本的國語教科書中不同文體的比重、詩歌的份量、分布情形、教學方法，及教學形式等內涵。
本研究章節內容如下：第一章緒論，說明研究動機、目的、限制，研究方法與步驟。第二章為解釋名詞，說明課綱、修辭等意義。第三章為國語教科書教材兩個版本的比較分析，歸納各版本的文體比例、修辭種類與詩歌體裁課文的分析。第四章提供詩歌課文、寫作的教學方法，以供教學參考。第五章再整理歸納全書之結論：
一、康軒與翰林兩版本的教科書在文章表述方式與修辭技巧的內容，均未離開九年一貫課程綱要的範圍，因此，接受不同版本授課內容的學生，並不會因此有太大學習內容上的差異產生。
二、康軒與翰林兩版本的教科書在詩歌體課文的部分，雖比例隨著年級逐漸減少，但在中低年級均有補充詩歌，內容和該課主旨或該單元主題相關，讓教師在授課時可以延伸與補充。
三、在教學部分，教師可以依照學生的程度與學習狀況，混合不同的教學方法來提高學生的學習效率與理解。
筆者建議，教師手冊是教師教學時的重要參考資料，因此，課文、習作出現的修辭技巧，各出版社應該從第一冊開始就盡量提供完整的解釋並多舉例說明，以方便教師運用。教師可以找志同道合的同事一起組織一個「班群」，作為改進教學提供意見的途徑；或是尋求網路資源，作為創新教學內容的構思基礎。後續研究可以「十二年國民基本教育課程綱要」作為依據，比較不同版本（康軒、翰林與南一）間的國語教材的差異。

關鍵字

國小國語教科書 ； 詩歌教學 ； 詩歌寫作

並列摘要

When we learn everything, either knowledge or skills that based on language ability. The cultivation of ability is based on primary education. It’s expanded and enhanced gradually. This study uses data collection, data induction, and content analysis . According to the texts in the national textbooks of Kang Xuan and Hanlin in 104 academic year, analyze and compare two different versions of texts in different years to understand the proportion of different styles, the portion of poetry, the distribution situation, teaching methods, and teaching forms in different versions of Mandarin textbooks.
The contents of this study are as follows: The first chapter is an introduction of motivation, purpose, limitations, methods and steps. The second chapter is to explain the nouns, the meaning of the curriculum, rhetoric, etc. The third chapter is a comparative analysis of two versions of textbooks for Mandarin textbooks, summarizing the proportions, rhetorical types and poetic genre texts of each version. The fourth chapter is to provide teaching methods of poetry texts and writing for teaching reference. The fifth chapter is to reorganize the conclusion of this study. The conclusions are as follow.
1. The content of the textbook and rhetorical skills of the textbooks of Kang Xuan and Hanlin, have not left the scope of the nine-year syllabus. Therefore, students who accept different versions of the contents will not have too much difference in learning content.
2. The poetry body part of the text in these two versions, Kang Xuan and Hanlin, the proportion is gradually decreases with the grade. But in the middle and lower grades, there are supplementary poems, the content is related to the subject of the lesson or the theme of the unit. It allows teachers to extend and supplement when teaching.
3. In the teaching part, teachers can mix different teaching methods according to the degree of students and the learning situation to improve students' learning efficiency and understanding.
The author suggests that teaching guidelines (or teacher manuals) are important references for teachers when teaching. Therefore, the rhetorical skills of texts and assignments, the publishers should try to provide a complete explanation and more examples from the first volume to teachers. Teachers can find like-minded colleagues to organize a group as a way to improve their teaching. Or serch for online resources as the basis for the concept of innovative teaching content. Subsequent research can be based on the "12-year National Basic Education Curriculum Outline" to compare differences in Mandarin textbooks between different editions (Kang Xuan, Hanlin and Nanyi).

並列關鍵字

national small textbook ； poetry teaching ； poetry writing

參考文獻

參考文獻

一、 古籍文獻

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十三經注疏－《尚書》，台北：臺北藝文印書館，1976 年 5 月。

朱熹：《詩經集注》，臺北：群玉堂出版事業股份有限公司，1991 年 10 月。