教室活動における新たな読解授業の試み

本研究室以非母語的日本語教育（JFL）中的中、高級學習者為對象，於教室活動中嘗試教授新型態的閱讀課程。所謂閱讀，是指藉由讀者和教科書之間的交互作用，進而創造出意義的一種極為個人化的活動。因此，身為個人的學習者在閱讀活動中，如何積極的與「閱讀」產生關係是極要重要。另一方面，教師為提昇學習者的閱讀能力，在促進學習者的「閱讀」行為的同時，藉由不斷重複引導學習者能夠達到理解文章中的「思考」過程，讓學習者可以習慣學習型態，這也是很重要的一件事。本研究是在教室活動當中利用PowerPoint來讓學習者「相互教授」及「合作學習」，從與他人互動過程中促進學習者「閱讀」行為。藉由對話，互相共同擁有「思考」的過程，把認知過程「可視化」、而這是一種以提昇閱讀能力為目標的新型態閱讀課程的試用課程。關於課程結果，首先針對學習者於閱讀過程中的發話紀錄加以分析。之後，對於學習者進行問卷調查，檢驗新型態閱讀課程對於提昇閱讀能力是否具備效果。而結果證明這具備一定成效。

關鍵字

閱讀課程；「閱讀」；思考；相互教授；以學習者為中心

並列摘要

This research seeks to explore new attempt in reading comprehension for intermediate and advance level students who major in Japanese language in JFL. Reading comprehension, which is fairly a personal activity, refers to the understanding of meaning through interaction between the readers and the books. Therefore, it is important for students to expose themselves to ”read” individually and positively. It is also significant for teachers to encourage their students to enjoy reading and to demonstrate how to construct their thought in the course of reading comprehension. The repetition of such a reading approach will help the readers to cultivate their habit in reading to improve their reading comprehension ability. In this research, the cooperative and reciprocal class work between a teacher and students further attention to ”Reading”. Furthermore, the conversation shares the process of thought, and helps the students to ”visualize” the process of cognition to enhance their ability in reading comprehension.