Gesture and Speech in Explanation of Abstract Idea in Class-Take High School Chinese Class for Example

手勢輔助抽象概念演繹的課室教學研究：以高中階段中文課室教學為例

林佳樺(Chia-Hua Wu)

《遠東通識學報》 9卷2期 (2015/07) Pp. 63-90

摘要

本文目的在證明手勢不僅反應人類內心世界的概念圖像，更能輔助理解學生對抽象概念的理解。教師的手勢除了在初階課室教學中可以輔助具體概念及抽象發音的學習，也能進一步應用在高階的語文課程，包含幫助學生理解抽象物體或概念的指涉描述，並強化學生對篇章佈局及中心概念的掌握與理解。透過課堂的錄像分析，我們發現教師會使用圖像式手勢或抽象的指涉來描述不存在於現場的人、物或動態事件；此外，教師也會使用隱喻性的手勢結合抽象的指涉來輔助口語區別不同的抽象概念，進一步更能藉此幫助學生掌握篇章的連貫性，以及文章的中心意旨。從教師們使用的手勢可知，結合方位／空間隱喻的手勢最常被使用來輔助說明事件的時間軸、上下文間的連貫性，以及動態事件的連續性。

關鍵字

閱讀理解能力 ； 篇章連結 ； 非慣例手勢 ； 隱喻性手勢 ； 方位／空間隱喻

並列摘要

This paper tried to prove that gesture not only reveals our conceptual images in mind, but also can be used in helping students on the comprehension of readings and abstract issues. We selected and captured classroom episodes in which referential gestures depicting abstract idea in high-school classes, and tried to investigate how a teacher use gestures to illustrate abstract idea independently or systematically. Particularly, our goal is to focus on so-called nonconventional gestures that integrated with speech and do not have standard forms. The results show that teachers tend to use iconic gestures and abstract pointing to refer invisible entities or abstract events. When it comes to indicate the relation or coherence of different concepts or context linkage, teachers tend to use abstract pointing and metaphorical gestures to structure the whole image. Evidence also shows that teachers are inclined to use gestures with orientational/ spatialization metaphors to describe timeline, discourse linkage and the process of a dynamic event.

並列關鍵字

comprehension of readings ； context linkage ； non-conventional gestures ； metaphorical gestures ； orientational metaphor