文本情意教學的提問設計研究──以汐止區某高中為例

Abstract

本論文研究教師如何藉由提問設計，進行文本的情意教學。研究對象為筆者任教的汐止區某高中共三屆高一學生。研究素材為108學年度上學期至110學年度上學期，共五個學期的教學成果。筆者經由提問教學，蒐集學生的口頭回答、書面回答與寫作成果，給予學生回饋並進行分析。從而歸結出透過提問設計與寫作練習，進行情意教學的方法，並希望當今教學現場較不重視情意教學的現狀能夠改善。本論文中做為教材的文本作者分別為：賴和、林文月、張維中、黃婷、洪愛珠、湯舒雯、盛浩偉、翁禎翊、宋文郁，均為臺灣現代作家，希望學生對於臺灣文學有更進一步的認識。筆者從這九位作家的作品中，找出值得進行情意教學的主題，於上課前設計提問。課堂中講授文本，進行口頭提問，請學生回答學習單上的書面提問，或者練習寫作。最後將這些教學成果做為本論文研究的素材。

本論文各章節的安排如下： 論文第一章，說明研究的緣起與本研究想到達到的目標，並羅列研究方法與研究步驟。 論文第二章，整理近年關於「情意教學」與「提問設計」兩個領域的研究成果，從學者專著、單篇論文，與學位論文三方面進行分析。 論文第三章，介紹教學流程與教學重點，從筆者設計的課程中，選取「生存價值」、「手足親情」、「時代疫病」與「悼亡紀念」四個單元，呈現提問教學內容與學生的回答並分析之。 論文第四章，聚焦在第三章的第四個單元「悼亡紀念」，呈現此單元進行的教學步驟，以及學生的寫作練習成果，並加以分析。 論文第五章，總結第三章與第四章所分析的內容，同時反思這五個學期的教學，與本論文的研究成果。期望在此領域進一步鑽研，並展望未來教學現場，能有更多教師透過提問設計進行情意教學。 筆者亦將這五個學期中，學生對於文本、課程進行方式，以及課程的整體回饋，列於附錄。

情意教學與提問設計均非教育理論的新概念，筆者希望透過本研究將二者結合，讓未來教學現場的情意教學可以進行得更加順利，透過情意教學，讓學生成為良善之人。This thesis aims at how to perform text-based affective teaching through the design of questions. The research objects are students of tenth grade accumulated for three years in a high school that I have taught in at Xizhi District. The research materials are my teaching achievements of five semesters ranging from fall semester 2019 to fall semester 2021. Through problem-posing pedagogy, I gathered students’ oral reply, written answers and writing achievements for analysis, as well as provided students with feedback. Methods of affective teaching based on question design and writing practice are thus summed up, in the hope of improving the current situation in which affective teaching is less-valued.Out of the motivation of hoping students learn more about Taiwanese Literature, the authors of my teaching materials are Taiwanese contemporary writers, including Lai Ho, Lin Wenyue, Chang Weichung, Huang Ting, Hung Yuchun, Tang Shuwen, Sheng Haowei, Weng Chenyi, and Song Wenyu. Topics worthy of affective teaching were found from these nine writers’ work, and related questions were designed before each class. Students were asked to answer the written questions on the worksheets or practice writing after my lecture regarding the text and oral questioning afterwards. Eventually, my teaching achievements become my research materials.The arrangement of this thesis is as follows:The first chapter tells the motivation as well as goals to achieve of this research and provides the research method and procedure.The second chapter organizes the research achievements of fields related to “affective teaching” and “design of questions”. Analyses regarding scholars’ monographs, theses, and dissertations will be presented respectively.The third chapter introduces my teaching process and emphasis. Four units – “value of survival”, “ties of brotherhood”, “pandemic of the era”, and “mourning of memorial” – are selected from my curriculum design to present the analyses regarding teaching contents and students’ feedback.The fourth chapter focuses on the fourth unit of chapter three, “mourning of memorial”, to explicitly present the teaching procedure and further analyze students’ writing achievements.The fifth chapter concludes the analyses in the previous chapters and reflect on my teaching during these five semesters as well as the research outcome of my thesis. I expect to explore more in this field and look forward to more teachers fulfilling affective teaching in their classes through the design of questions.The overall feedback from my students, including those related to text and how the courses were conducted, are attached to the appendix.Neither affective teaching nor the design of questions is a new concept of education theory. What I hope to achieve through this research is to combine the two for the purpose of making affective teaching go more smoothly, and further bring out the best in students.