透過情境教學－尚友古典文人的心進而接近自我的心

陳永瑢

《南亞學報》 26期 (2006/12) Pp. 329-338

https://doi.org/10.6989/JN.200612.0329

摘要

教學環境不只是教師的舞台，為了提升學習者的興趣，教學活動若能多圍繞一些學生感興趣的故事主題，此種教學形式將問題重點定位在一個情境中藉此引導學生從情境中的資料發現並解決問題，讓學習者將教學中提供的歷程應用到實際生活中，透過活動讓學習者反省，進而將抽象的情境轉化為實用知識，也藉此反省自己的能量到底在哪裡？教學者給與實驗的機會，再修正哪些是較適合學習者的方式。本文試著從教學情境讓學生重寫自己的故事看到自己的能量進而找到新方法與環境自己對話，並且提出一個古典中國文學的上課方式企圖為生澀的古典文學注入新機。

關鍵字

情境教學 ； 說我故事

並列摘要

Not only wants the teaching environment teacher's stage, in order to promote learner's interest, if the teaching activity can revolve some students to be interested the story subject, this kind of teaching form locates with emphasis the question in a situation takes advantage of this guides student's from situation material to discover and to solve the question, lets the learner the course which provides the teaching in apply in the practical life, penetration lets the learner engage in introspection, then will abstract the situation will transform as the practical knowledge, also will take advantage of this engages in introspection own energy in where? The teaching gives experimental the opportunity, which again revises suits learner's way.This article tries to let the student from the teaching situation rewrite own story to see own energy then found the new method and environment converses, and proposed a classical Chinese literature attends class the way attempt to pour into newly for the jerky classical literature machine.

並列關鍵字

The situation teaching ； told my story