關懷倫理學理念融入國小聲情表達教學之行動研究

本研究運用關懷倫理學理念進行「聲情表達教學」，期望將國小國語文重視美聲的朗讀教育加以轉化，在聲情表達中呈現美與善的相通，學生在聲情表達的學習活動中，同時提升對人際關係的覺察和關懷能力。本課程行動研究強調用聲音連結感情，善用關懷倫理學所提出之身教、對話、練習、肯定四種道德教育方法，透過DISC人格類型的認識，引導學生覺察溝通時聲音背後的性格與情緒，在對話中了解對方真正的感受及想法，從不同的角度關懷他人，享受彼此溝通的關係。本行動研究的結果包括：聲出所悟、聲出所感、聲出所樂三個面向。課程到尾聲時，學生在關懷行動上能利用恰當的聲情，表達內心的感受；並透過傾聽、表情，珍視自己獨特的想法與感受，分析自己與受關懷者的需求，形塑健康的自我，使關懷行動在團體生活中成為改變生命的起點。本研究示為：聲情表達教學不只是國語文領域中美聲朗讀教學的一環，透過由美通善的適當教學，在聲情表達的美感裡，可以開啟關懷情感與關懷能力之門。

關鍵字

聲情表達教學；國語文朗讀教育；關懷倫理學；品德教育； DISC人格類型

並列摘要

Through ＂tonal-expression-based teaching＂ grounded in care-ethics, this study aims to shift the emphasis of reading aloud in the Chinese language teaching in elementary schools from an esthetically-oriented approach to a representation that combines aesthetical beauty with ethical good. In addition, through learning activities of tonal expression, students are expected to enhance their awareness and concern in interpersonal relationships. Using the four moral education strategies proposed in care-ethics-modeling, dialogue, praxis, and confirmation as basis, and through the knowledge of the DISC personality types -this experimental teaching project emphasizes integrating emotions in vocal expression and guides students to become aware of the personality types and emotions during communication. In addition, students were encouraged to develop their understanding of and care for the actual feelings and thoughts of their peers from varying perspectives and enjoy communication in interpersonal relationships. The numerous processes and results included in this study were as follows: (1) voicing for understanding; (2) voicing for empathy; (3) voicing for joy. In the final process of the teaching program, students are able to express their inner feelings using appropriate tones of expression in their caring actions toward others, thereby ensuring the greatest understanding and acceptability. Furthermore, students are capable of analyzing their needs and those of their care receivers through attentive listening, facial expressions, and appreciating their own distinctive thoughts and reflections. Thus, they learnt to use caring actions to develop a healthy selfhood in group life. Finally, this study suggests that, more than merely an aesthetic-recitation teaching method for Chinese language education, a tonal-expression-based teaching approach plays a key role in developing the essential emotions and capabilities for caring, achieved through the proper integration of aesthetical beauty and ethical good in the teaching.