大學閱讀書寫教育的可能性探索－以臺東大學課程的建構與革新為例

Exploring the Possibilities of Reading and Writing Education at Universities - Construction and Revolution of Curriculum of National Taitung University

曾瓊瑤(Tseng Chiung Yao)

《長庚科技學刊》 32期 (2020/06) Pp. 95-105

https://doi.org/10.6192/CGUST.202006_(32).6

摘要

本文乃基於筆者自102學年起於臺東大學通識教育中心任教近六年，擔任「中文閱讀與寫作」課程擘劃者，歷經課程發展的三階段，不斷思索如何建構兼具「人文化成的理想」與「務實能力的培育」的課程藍圖。此三階段實踐總結而出本課程的可能性是：在精神涵養面上，能以全人教育的觀照、博雅視野的閱讀、在地場域的參與為底蘊；在能力培育面上，以多元書寫的鍛鍊、終生學習的培養、敘事能力的深化為陶冶；以此課程設計，盼能在人文關懷的「不變」精神中，呼應多「變」時代中亟需培育學生的各種思維與表述能力。

關鍵字

閱讀與寫作 ； 生命教育 ； 博雅胸懷 ； 敘事能力

並列摘要

The essay is based on my nearly 6-year experience teaching at the University General Education (UGE) Center of National Taitung University as the planner of ＂Chinese Reading and Writing Course＂ since the 2013 academic year. After three stages of curriculum development, I have been constantly thinking about how to construct a curriculum blueprint that combines the ideals of humanistic formation with the cultivation of pragmatic ability. A three-stage practice has summarized the possibilities for this course, taking into account the aspect of spiritual cultivation that takes the insight of whole-person education, a broad-sight reading, and in-field participation as the foundation for cultivating capacity, including multiple writing trainings, the cultivation of lifelong learning, and the deepening of narrative ability. With the course design, we hope to respond to this changing era with the unchangeable spirit of humanistic care, thus to cultivate students with the necessary thinking and presentation abilities.

並列關鍵字

reading and writing ； life education ； liberal-minded ； narrative ability

參考文獻

彭妮絲(2011)‧閱讀、探尋暨文化理解：一個行動/ 問題導向課程之實踐經驗‧通識教育學刊，8 ，53-80。

王秀珊(2013)‧「輔仁大學國文課程推動與革新計劃」之個人教學實踐分析—試以100學年度上學期「大一國文」課程為例‧全人教育學報，11 ，45-76。

蓋琦紓(2010)‧ 生命美感與文學讀解—大一國文課程的教學設計‧高醫通識教育學報，5，1-13。

王玫(2016)‧以敘事力作為跨領域學習之課程設計提案—以「食飲‧ 拾影—原味覺醒之美感敘事培力」為例‧德明學報，40:1，65-75。

王靖婷(2017)‧鮮活的課堂：大學國文課程分組活動設計之理論與實務‧華醫學報，46，205-231。