一位國中國文科教師情意教學實踐之研究

Abstract

本研究採取個案研究的方式，探討國中國文科個案教師在情意教學上的教學實踐。研究者以一位國中國文教師與其任教之導師班級為對象，透過教室現場觀察以及與個案教師及學生的訪談以及相關教學文件蒐集資料，探討個案教師之情意教學理念，並了解教師如何利用國中國文課本為教材媒介，將其中的情意內涵轉化為學生的生活經驗，促進學生在美感與倫理方面的情意態度發展，並且促進學生在學習態度方面的積極表現。 研究發現包括： 壹、國文科情意教學之內涵包含美感與倫理的教學 貳、教師之國文科情意教學理念 一、教師對專業的熱情能吸引學生學習的興趣。 二、教師對學生主動關懷的身教能引導學生情感的投入。 三、創造班級開放情境，避免標準答案式的詮釋與評價。 叁、國文科情意教學實踐方式 一、教學時採用多元體驗與情境營造使學生浸淫其中。 二、教師應深化文章寓意，開拓學生新鑑賞視野。 三、教學與過去經驗結合，重視累進的功效。 四、教學時善用文章內涵進行機會教育。 肆、國文科情意教學之成效 一、師生交流管道暢通，能促進學生情感表達與情緒調整策略的學習。 二、同儕小組學習能促進正向學習態度。 最後，從提升國中國文科情意教學成效的角度，提出對於國文科情意教學及後續研究的建議。The main purpose of this study is to analyze the Chinese teacher’s affective teaching practice in the junior high school. Qualitative methods such as interview, classroom observation, and documents analysis were applied to capture a holistic understanding of the teacher’s affective teaching practice. The research findings are as followed: 1. Affective teaching in Chinese includes aesthetics and ethics teaching. 2. The teacher’s affective teaching concepts includes: (1) the enthusiasm of teaching profession (2) caring students actively (3) building an open –minded class environment. 3. The content of affective teaching strategies are as followed: (1) using multiple strategies to create students’ experiences (2) going deep into the articles to open up students’ eyes (3) linking with students’ past experiences (4) making good use of opportunity learning. 4. The affective teaching effects include: (1) a fine teacher-student interaction helps students learning affection expression. (2) small group learning helps improving positive learning attitude. Based on the findings above, several suggestions are offered for Chinese teachers in junior high schools and future practice and research.