從「情境型興趣」的觀點談編審國小教科書之方向－以國語科為例

Using the Perspective of Situational Interest on Textbook Editing and Screening: An Example of Elementary Chinese Literature

唐淑華(Shu-Hua Tang)

《課程與教學》 1卷1期 (1998/01) Pp. 77-97

https://doi.org/10.6384/CIQ.199801.0077

摘要

本文企圖以「情境型興趣」的角度，探討未來國語科課程編審的可能方向。為瞭解「趣味性」或「感興趣」究竟所指為何，以及影響國小兒童興趣的成因，本研究採用問卷調查法進行資料收集。發現：（l）「興趣」是一頗為混淆的心理學名詞，對教師、專家、或學生而言，它常代表不同的概念。甚至對不同年級學生而言，它也有不同的定義。（2）學生對「感興趣」的操作型定義，在情意、行為、認知三向度上並無明顯的年級差異。然而教師與專家在行為與認知二向度上則與學生有較大的差異。（3）令學生感興趣的文章，通常可歸納出一些現象，包括在呈現方式上、在內容上、及在特質上。「知識性」亦是學生在挑選一篇有趣課文時重要的指標。

關鍵字

情境型興趣 ； 教科書 ； 趣味性

並列摘要

The purpose of this paper was to understand what the meaning of ”interestingness” or ”interestedness” is, and what the factors that make students interested or make texts interesting are. Questionnaires were used. It is shown that students' response are different from those of teachers' or experts'. Students in different grades defined the term differently. When ”interestingness” was treated as an affect-behavior-cognition concept, there were no grade differences in students' data. However, when comparing the students' data with teachers' and experts' data, significant differences were found in the behavioral and cognitive dimension. In addition, students think the most interesting texts are those with story-type, with the characters of cartoons, ghosts or invention. Challenging and imaginable texts are also welcome. The information that texts provide was also stressed by students.

並列關鍵字

Interestingness ； Situational Interest ； Textbook