合作學習運用於閩南語朗讀教學之可行性及成效分析

十二年國民基本教育在國小階段，已將本土語文列入部定課程，是母語教學的重要里程碑。但由於考試領導教學，多數人仍較不重視與升學考試無關的本土語文，其中占臺灣人口比率百分之七十左右的閩南語族群，其新生代人口中能流暢使用閩南語進行溝通表達者，更是寥寥可數。因此，如何透過有效的教學，讓學生從國小階段就能體會閩南語文的美感，進而樂於學習閩南語，是值得探討的議題。語文的教學涵蓋聽、說、讀、寫，其中朗讀為聆聽與說話教學不可或缺的一環，它不但可以增進學生說話的流暢性、語音的正確性、口語表達的能力，還可以擴增識字的詞彙量，更能提升學生學習語文的興趣。另外，學習閩南語文強調輸入、互動及輸出的學習歷程，而採用合作學習的方式就是提供此輸入、互動及輸出的溝通情境，讓學生透過小組成員間的支持及互動，活用閩南語於真實生活情境的溝通及表達，既能提高學習的效果，又能培養主動學習的態度。基於上述的觀點，本研究的主要目的在探討合作學習運用於閩南語朗讀教學的可行性及實施成效。為提高合作學習運用於閩南語朗讀教學的可行性，在正式研究前，先以行動研究進行試驗性研究，分析此教學設計的可行性，以供正式研究規劃及教學設計的參考。另因研究期程的考量，僅選用合作學習中的配對學習法、拼圖法第二代及共同學習法，三種教學策略進行試驗。試驗性研究的對象為新竹市快樂國小四年一班 26 名學生，其中男生 12 名、女生 14 名，進行為期六週、每週一節課的教學。試驗性研究的過程中，搜集教學試驗的課室觀察、學生的學習單及訪談、研究者的省思札記等資料，以探討合作學習運用於閩南語朗讀教學可能遭遇的困難、問題及可行性。研究發現：合作學習運用於閩南語朗讀教學是可行的，唯學生間的小團體及人際關係，會造成分組及合作的困難。透過撲克牌分組的方式及有趣的學習活動，並善用獎勵的措施，學生覺得公平且有趣，而後學生共同完成學習任務及教會同組成員的成就感，更樂於投入合作學習，所以大部分的學生均表示喜歡合作學習的教學策略。另外，根據研究者的課室觀察及學生訪談，發現學生平時少有聽、說、讀閩南語文的機會，加上識字量少，影響語音、聲調的掌握，所以朗讀教材調整及修正為能連結學生生活經驗及日常生活對話的材料。歷經教學試驗的行動、反思及修正後，規劃正式的教學研究，採不等組前、後測的準實驗設計，以分析合作學習運用於閩南語朗讀教學的實施成效。正式研究的對象為新竹市平安國小五年級學生，以班級為單位，隨機抽取該年級的兩個班級學生，再隨機分派其中一班為實驗組，另一班為控制組。其中實驗組學生有 18 名，接受每週一節、每節 40 分鐘，共進行九週的運用合作學習於閩南語朗讀教學，控制組學生有 17 名，接受一般的閩南語朗讀教學。而後以共變數分析，比較實驗組和控制組學生在閩南語朗讀能力和學習態度的差異。研究結果發現：將前測分數的影響排除後，兩組學生在朗讀能力之語音、流暢度和總分上，均達顯著差異（ F(1,32)=4.41、8.78、6.33, p<.05 ），且皆是實驗組學生的得分高於控制組（M=2.35>M=2.17、M=2.21>M=1.82、M=8.15>M=7.29），但在聲調和聲情上，兩組學生的後測得分則無顯著差異（ F(1,32)=2.73、3.02, p＞.05）。至於兩組學生在閩南語朗讀的行為、情意感受、信念和整體學習態度的後測得分，都無顯著的差異（ F(1,32)=1.28、2.63、2.87、2.62, p＞.05 ）。可見運用合作學習於閩南語的朗讀教學，有助於提升學生的語音、流暢度和整體朗讀能力，但對於閩南語朗讀的聲調、聲情和學習態度則無明顯的增進效果。訪談實驗組的學生，大部分的學生表示喜歡合作學習的教學策略，但不喜歡寫學習單、怕唸錯被笑、擔心影響期末的紙筆測驗等，這可能是前述變項未有明顯增進效果的原因，又或許這些變項的改變需要更長的教學時間，值得未來進一步的探討。關鍵詞：合作學習、朗讀、閩南語、學習態度。

關鍵字

合作學習；朗讀；閩南語；學習態度

並列摘要

In 12-year compulsory education, the local language is included as a ministry-mandated curriculum in the elementary school stage, which is an important milestone for mother tongue teaching. However, in examination-led teaching, most individuals pay less attention to the local language that has nothing to do with entrance examinations. Therefore, how to enable students to experience the beauty of the Minnan language through effective teaching as early as the elementary school stage and further develop a fondness towards Minnan language acquisition is an issue worthy of exploration. Language teaching covers listening, speaking, reading and writing. Among them, recitation is an indispensable part of listening and speaking teaching. It not only enhances students’ fluency of speech, correctness of pronunciation, and oral expression proficiency, but also expands their literate vocabulary and enhances their interest in language acquisition. In addition, Minnan language acquisition emphasizes on the learning process of input, interaction, and output. The cooperative learning approach on the other hand involves the provision of input, interaction, and output communication scenarios. Students will in turn be able to apply the Minnan language in communication and expression under real-life scenarios through the support and interaction of group members. Not only learning results will be enhanced but also an attitude of active learning will be cultivated. Based on the above viewpoints, the main purpose of this study is to explore the feasibility and implementation effectiveness of cooperative learning applied in teaching recitation in Minnan language. In order to enhance the feasibility of cooperative learning applied in teaching recitation in Minnan language, prior to the formal research, an experimental research was first conducted through action research. The feasibility of the said teaching design was analyzed to serve as a reference for formal research planning and teaching design. Additionally, with the research period taken into account, three teaching strategies of paired learning, Learning Together (LT), and Jigsaw II were adopted to carry out experimentation. 26 students from the 4th Grade Class 1 of Happy Elementary School, Hsinchu City were selected as subjects for the experimental research. Teaching was imparted one lesson per week for six weeks. The research results show that cooperative learning applied in teaching recitation in Minnan language is indeed feasible. After the action, reflection, and correction of the teaching experiment, official teaching research underwent planning. A nonequivalent-group pretest-posttest of quasi-experimental design was adopted to analyze the implementation effectiveness of cooperative learning applied in teaching recitation in Minnan language. With the 5th grade students of Ping-An Elementary School, Hsinchu City as the subjects in the formal research, students from two 5th grade classes were randomly selected. One of the two classes was randomly assigned as the experimental group, and the other was assigned as the control group. The experimental group consisted of 18 students; they received cooperative learning applied in teaching recitation in Minnan language imparted one lesson per week, 40 minutes per lesson, and for nine weeks. The control group consisted of 17 students; they received general recitation teaching in Minnan language. The analysis of covariance was subsequently carried out to compare differences in proficiency of recitation in Minnan language and learning attitudes between the two groups of students. The research results show that: the students in both group reached significant differences in pronunciation, fluency, and total score of recitation proficiency. Moreover, the scores of the students from the experimental group were higher than those of the control group. However, in terms of tone and voice expression, the students from both groups showed no significant differences in posttest scores. As for the posttest scores of the students from both groups in terms of Minnan language recitation behaviors, affective perceptions, beliefs, and overall learning attitudes, no significant differences were found. Clearly, cooperative learning applied in teaching recitation in Minnan language aided in enhancing the students’ voice, fluency, and overall recitation proficiency. However, it produced no significant improvement results on the tone, voice expression, and learning attitude of recitation in Minnan language. Among the interviewed students from the experimental group, the majority of them said they liked the teaching strategies of cooperative learning, but disliked writing worksheets. They were worried about being mocked for reciting incorrectly, the final paper-based test being affected, etc. These may be the reasons the above-mentioned variables produced no obvious improvement results; or maybe changes in these variables required longer teaching time, which are worthy further exploration in the future. Keywords: Cooperative Learning, Recitation, Minnan Language, Learning Attitude