運用圖像化輔助進行史記成語教學之行動研究

Abstract

本研究採行動研究法，探討以圖像化方式進行史記成語教學，學生在成語理解的學習成效。研究者以導師班29人，在第八節時進行史記成語教學，為達研究目的，本研究所蒐集的資料包括：協同教師與研究者之課堂觀察記錄、研究者本身的省思札記、國中生史記成語測驗前後測成績、學生課後意見回饋單、學生聯絡簿札記及個別學生的訪談紀錄等文件，來檢視學生在經歷圖像化教學後，對史記成語的學習成效。 經過史記成語圖像化教學後，本研究主要發現如下： 一、在成語圖像化教學教材的挑選上，以情節完整脈絡清楚及具畫面感的成語為佳 二、將學生異質性分組，藉由小組任務分工完成成語圖像化的學習 三、應事先清楚說明圖像化的呈現原則，避免成語圖像過於籠統 四、善用「形成性評量」，檢視學生成語情境運用的盲點 五、運用史記成語圖像化教學能提升成語學習成效及成語學習保留能力 六、史記成語圖像化教學對中後段的學生影響較大 七、史記成語圖像化學習，加強學生語文創作的表現 八、小組合作增加對差異性的尊重 九、對於不喜歡繪圖的同學，可以分派「領讀」等其它任務 十、遇有無法圖像化的成語，可以善用概念圖等策略 十一、藉助彩色便利貼，刺激學生思考

根據研究結果，對於教學現場及後續研究提出建議。This study adopted an action research to discuss how to conduct Shiji （an ancient text） idiom teaching using a graphic method, as well as the learning effect of students’ apprehension of the idioms. The researcher aimed at a class of 29 students, who were to learn Shiji idioms on the 8th session. For this purpose, the study gathered some material as follows: observations over the sessions by the researcher and the teacher, researcher’s reflections, the pre-test and post-test results of the students’ Shiji tests, the students’ feedback after class, the students’ contact books, individual students’ interview records, etc. The purpose was to review the students’ learning effect following the graphic teaching project. After concluding the Shiji idiom graphic teaching project, the study has found that: 1. As far as selecting material for idiom graphic teaching was concerned, idioms with complete context and picture were better. 2. Students were divided into groups heterogeneously and then accomplished idiom learning through teamwork tasks. 3. Rules for graphic presentations should be explained clearly to avoid ambiguity in idiom pictures. 4. A formative evaluation was utilized to examine students’ blind spots in idiom context application. 5. Using Shiji idiom graphic teaching enhanced idiom learning effects and idiom learning retaining ability. 6. Shiji idiom graphic teaching had a bigger effect on medium and low achieving students. 7. Shiji idiom graphic learning could upgrade students’ performance in linguistic creation. 8. Teamwork increased respect for differences. 9. Students who didn’t like painting were allotted with other tasks such as leading the class to read. 10. Regarding idioms which were not graphic enough, other strategies were employed instead. 11. The students were urged to think with the aid of color notes.

Based on the above results, some suggestions were proposed for reference of on-site teaching and subsequent research.