大學「中文」課程融入讀書會學習社群機制之規劃與執行

An Experimental Teaching Approach to Enhance Undergraduates Chinese Reading Proficiency by integrating Reading groups into Chinese Course

賴素玫(Su-Mei Lai)

《高醫通識教育學報》 14期 (2019/12) Pp. 91-121

摘要

閱讀是一切能力的基礎。然而，長期以考試為目的中文教育，往往使學生面對閱讀提不起興趣來。如何透過有效的引導，讓學生好好地、深入地閱讀一本書，並將閱讀知識予以深化與活化，藉以培養閱讀興趣與能力？如何透過與人分享，達到反思，將閱讀理解予以深化？讀書會以書會友，既須深入閱讀，亦須與人分享，實有助於閱讀興趣與深度閱讀能力的培養。本研究透過中文課程融入課後讀書會的設計，搭配（一）閱讀書單的規劃與推薦；（二）教學助理（TA）帶領讀書會討論。透過小組共同閱讀、討論的學習方式，促使學生完成從選書、閱讀到回應的閱讀循環歷程，啟發閱讀的價值，提升中文課程的學習效益。經教學實踐後發現：中文課程融入課後讀書會活動對於學生的閱讀詮釋能力及敘事溝通能力等皆有所提升。整體而言，讀書會學習社群的融入對於中文課程的學習成效具有正面的效益。

關鍵字

大學 ； 中文課程 ； 讀書會 ； 閱讀 ； 教學助理

並列摘要

Reading ability is the basis for development of learning skills. However, students receiving Chinese education tend to have no interest in reading due to excessive examinations. This approach aims to make students read books in a kind and profound manner, deepen and activate knowledge from reading with effective guidance, and cultivate students' reading interest and ability. On the other hand, this approach wishes to grow students' reading comprehension and stimulate their reflections during the time of sharing with others. Reading groups, in this approach, make students read thoroughly and provide them a place to discuss their experiences and views on books. Simultaneously, reading groups develop their reading interest and further reading ability. This project integrates after-classes reading groups into the curriculum of general Chinese course, which includes (1) the planning and recommendation of the reading lists; (2) the reading discussion in groups lead by teaching assistant (TA). Through the cooperative learning methods that the reading groups read and discuss together, the students can achieve the reading cycle from selecting, reading, responding to a book, while seeing the value of reading and consequently improving the learning efficiency of the Chinese classes. After the teaching practices, it was found that systematically integrating after-class reading activities into compulsory Chinese courses and training TA to lead the reading discussion strengthen students' reading interest, reading interpretation ability and narrative communication ability. On the whole, the integration of the reading group has positive benefits for the learning outcomes of the Chinese courses.

並列關鍵字

Chinese courses ； reading group ； reading ； teaching assistant(TA)