繪本融入英文課堂：以多元識讀法為探究架構

Abstract

台灣國中的英語教學長期以來一直因以教師為中心且以考試為導向而受到批評。學生被動地學習英語，將其視為學科而非表情達意和與他人互動的工具。然而，隨著世界由文字閱讀轉向視覺理解，學生不斷接觸到多模態文本。因此，在素養教學中，擴展學生對多模態文本中視覺圖像的解讀能力是必要的。目前很少有研究聚焦於探索學生透過元語言(metalanguage)的繪本教學提高視覺素養能力。本研究旨在探究七年級學生對繪本中視覺元素的感知得到多大程度的加強，並同時探討學生對此教學法的見解。此研究共有二十四名位於台灣北部的一所公立國中的學生參與，研究時間為期六週。他們接受了整合繪本，並著重於圖片閱讀的元語言教學，在多元識讀法的框架下，提供學生透過參與合作和歸納式的學習活動、運用相關的學習媒材，以及借鑒他們的先前經驗和知識來共同建構知識的機會。研究結果顯示：（1）元語言加強了學生對繪本中視覺元素的感知，（2）通過討論和分享，學生感知到他們的批判性思維能力和審美發展得到了增強。基於這些發現，本研究鼓勵教師擴展學生對多模態文本中視覺圖像解讀的知識，使其熟悉相應的元語言。For a long time, English instruction in junior high schools in Taiwan has been criticized for being teacher-centered and test-driven. Students learn English passively, viewing English as a school subject, rather than a tool for them to express themselves and interact with others. However, as the world told is becoming the world shown, the students are constantly exposed to multimodal texts. Expanding students’ repertoire of interpreting visual images in multimodal texts is a necessity in literacy instruction. Little research has focused on exploring students’ visual literacy through metalanguage-based instruction using picturebooks. The present study aimed to examine to what extent the seventh graders’ awareness of visual elements in picturebooks was strengthened. Their perceptions of the instruction were of interest as well.Twenty-four students in a public junior high school in northern Taiwan participated in the current study for six weeks. They received instructions integrating picturebooks with a focus on the metalanguage used for picture reading under multiliteracies framework, focusing on providing the students with opportunities to co-construct knowledge by participating in collaborative and inductive learning activities, utilizing relatable learning materials, and drawing on their prior experiences and knowledge.The results showed that (1) the metalanguage strengthened the students’ awareness of the visual elements in the picturebooks, and (2) through discussing and sharing, the students perceived that their critical thinking skills and aesthetic development were enhanced. Based on the findings, this study encouraged teachers to expand students’ knowledge of interpreting visual images in multimodal texts and familiarize them with the metalanguage.