古典水墨畫輔助華語古典詩詞學習成效之研究—以多明尼加臺灣商會附屬中文學校為例

Abstract

本研究的目的在探討「古典水墨畫輔助華語古典詩詞學習之成效」。琴棋書畫是古代文人的基本修養，而詩書畫三者本為一體，研究者試圖從文化認知的角度出發，以文人畫為輔助工具，透過視覺思考及對話的形式引導學習者，利用自己生命經驗來理解及學習古典華語詩詞。本教學研究為期八週，研究者觀察並記錄學生於課堂中的學習反應，並於期末讓學生回顧八週課程中，古典水墨畫對於自己在古典文學的學歷程中有什麼影響。研究課程使用多媒體簡報、課堂遊戲，研究資料來自於每週課堂觀察紀錄、課後測驗及寫作心得表現。據此研究結果可歸納出三項結論：一、透過古典水墨畫的觀察，可以幫助學習者對於古典詩詞內容的理解。二、透過古典水墨畫的觀察，可以增強學習者對於華語古典詩詞的記憶力。三、透過古典水墨畫的觀察，可以增進學習者的描寫能力，豐富其寫作內容。根據實驗結果，研究者提出建議：一、在使用繪畫輔助語文教學時必須考慮學習者的年齡，不同年齡對圖像的解讀及連結能力相差甚大，並且圖像與文本內容的關聯度應為最優先之選擇依據。二、語文教師除了華語的基本素養之外，也要精進文化的部分。This study aims to investigate the effect of learning Chinese classical poetry through traditional Chinese paintings. Historically, the basic literacy of literati was proficiency in music, chess, calligraphy and painting, and the poetry, calligraphy and painting are indispensable. The researcher approaches this study from the perspective of cultural cognition, using traditional Chinese paintings as supplementary tools to guide learners in understanding and studying classical Chinese poetry. During the learning process, learners connect the materials to their own life experiences through visual thinking and engage in communication with their peers.During this teaching study, the researcher observed and documented the learners' learning journey, including their reactions and performance in the classroom. At the end of the semester, the learners were asked to reflect on the past eight classes. What different emotions and benefits does painting bring to them in learning classical Chinese poetry? Multimedia and mini-games are incorporated into the classroom. The researcher uses classroom observation records, quizzes, and students' weekly writing assignments as research materials. Based on the research process, there arethree conclusions.1.Observing traditional Chinese paintings can help learners better understand the content of classical Chinese poetry.2.Observing traditional Chinese paintings can enhance students' memory of classical Chinese poetry. 3.Observing traditional Chinese paintings can improve students' descriptive abilities and enrich their writing content. Based on the results of the study, the researchers provided two recommendations. First, since learners of different ages have varying abilities to interpret images, language teachers should carefully consider the direct correlation between images and text when selecting images as supplementary teaching materials. Second, Chinese teachers need to be not only proficient in the language but also have a strong cultural awareness