國小三年級群文讀寫整合教學之行動研究

群文讀寫整合教學即以學生的需要為核心，打破讀與寫之間的界限，圍繞一個或多個議題，透過教師引導及同儕間互動，探索多篇文章讀寫之間的聯繫點，通過多文本閱讀與多次寫作的交互作用，將閱讀與寫作進行融合，使其成為一體化的建構過程。閱讀和寫作教學是小學階段語文教學的重要組成部分，閱讀教學是學生對文本的理解、知識點的發現、語用的積累過程，而寫作教學是對閱讀中學到知識的應用，是學生將閱讀中積累的語言、文本結構內化後輸出的過程。二者相輔相成，共同提高學生的語文核心素養。利用群文閱讀的優勢來開展學生的寫作訓練對於提高學生閱讀量、積累寫作素材有著積極的意義。本研究旨在發揮群文閱讀特有優勢推動寫作教學的發展，培養學生寫作興趣，拓寬寫作教學思路。教師要提高整合二者的能力，轉變自身觀念，進而構建群文閱讀以讀促寫的教學方法體系。本研究採用行動研究法，按教學目標的確定、教學內容的選擇及教學過程的實施三個階段，形成具有系統性的教學方法。根據第二學習階段學生的閱讀與寫作特點，研究者對研究內容進行了分析，從教學內容的選取、教學主題的制定、教學內容的呈現著手，依據十二年國民基本教育課程綱要國語文之學習重點，寫作安排從記敘文中之寫人、狀物、寫景等主題為出發，分析教學時的側重點，同時，針對教學設計的制定，從目標、過程、評價三方面進行了分析。經過三輪教學行動研究，通過對教學的不斷改進，綜合本研究之結果與發現，提出相關建議，以供未來教學者與研究者參考。

關鍵字

群文閱讀；讀寫整合；寫作教學；記敘文

並列摘要

The integrated teaching of reading and writing in group texts means to break the boundary between reading and writing with students' needs as the core, to explore the connection between reading and writing of multiple texts through teacher-led and peer interaction around one or more issues, and to integrate reading and writing into an integrated construction process through the interaction of multi-text reading and multiple writing. Reading and writing instruction are important components of language teaching in elementary schools. Reading instruction is the process of students' comprehension of text, discovery of knowledge points, and accumulation of language, while writing instruction is the application of knowledge learned from reading, and the process of students' internalization of language and text structure accumulated from reading and export. The two complement each other and work together to improve students' core language literacy. The use of group reading to develop students' writing training has positive implications for improving students' reading volume and accumulating writing materials. The purpose of this study is to promote the development of writing instruction, cultivate students' interest in writing, and broaden the ideas of writing instruction by giving full play to the unique advantages of group reading. Teachers need to improve their ability to integrate the two, change their own concepts, and build a teaching method system that promotes writing through reading. This study adopts an action research method to develop a systematic teaching method according to three stages: determination of teaching objectives, selection of teaching contents and implementation of teaching process. Based on the characteristics of students' reading and writing in Key Stage 2, the researcher analyzed the contents of the study, starting from the selection of teaching contents, the formulation of teaching themes, and the presentation of teaching contents, and analyzing the focus of teaching in accordance with the learning focus of the 12-year National Basic Education Curriculum for Mandarin, and the arrangement of writing from the themes of writing about people, objects, and scenes in narrative texts. We also analyzed the objectives, process, and evaluation of the teaching design. After three rounds of teaching action research, the results and findings of this study were synthesized and relevant suggestions were made for the reference of future teachers and researchers.