國小五年級國語教科書詩歌體課文之作文教學應用

Abstract

本研究旨在探討112學年度國小高年級國語教科書中詩歌體課文，連結至作文教學中的應用。筆者身為國小高年級導師，觀察到國小學生苦於寫作、下筆感到困頓的窘境，與課堂能踴躍以口語表達想法的情況大相逕庭，思索如何將讀寫更緊密貼合的方法。詩歌的歷史悠久、淵遠流長，乃為文學之起源，千年來乘載著人們的情志與生活並非偶然，以其精煉的文字、鮮明的形象及富節奏的韻律美，提供寫作之方法。然則國小學生接觸最頻繁、取得最容易之文本即為國語文教科書，因此，筆者深入剖析康軒、翰林、南一三版本教材中詩歌體之課文，分析其詩歌內容、特性及寫作手法，抽繹出得以讀寫結合的作文教學策略，引導學生領略並應用其中的寫作技巧，逐步建立寫作之信心。112學年度乃《十二年國民基本教育課程綱要總綱》施行以來，首年實行至國小高年級的年份，其國語教科書之內容，具有指標性的意義。為避免落入「為寫作而寫作」的窠臼，筆者利用「國語文乃各學科學習基礎」的特性，依照詩歌的內容與屬性，設計跨領域、融入《十二年國民基本教育課程綱要總綱》中所提及的十九項議題，不但能使讀寫結合，更讓學生的寫作過程趣味橫生，領悟到寫作是反映生命經驗、貼近生活的事。筆者採用文獻分析、內容分析及實踐操作法，剖析詩歌體課文的篇章結構、寫作技巧及修辭應用，並透過課程設計將詩歌的形象性、音樂性及藝術性融入。研究發現，詩歌體課文具備獨特的修辭及節奏美，能有效提升學生的文字運用能力與創作興趣。本研究依照康軒、翰林及南一三版本各提出一套作文教學設計，並附上與之配合的寫作引導單，提供教師在國語文教學中的實務參考，詳細分析同儕教師的評鑑意見進行反思，並作為課程未來展望的方向，期望通過多方努力之結晶，達成詩歌教學與作文教學相輔相成之效，替學生的寫作與教師之作文教學實踐注入活水。

Given that Chinese language textbooks are the most frequently accessed and easily available texts for elementary students, the author conducted an in-depth analysis of the poetry lessons in the Kang Hsuan, Han Lin, and Nan I textbooks. This analysis focused on the content, characteristics, and writing techniques of the included poems. Based on this, the study derives composition teaching strategies that integrate reading and writing, guiding students to appreciate and apply the writing techniques found in poetry. Through this approach, students gradually build confidence in their writing abilities.The author employs literature analysis, content analysis, and practical application methods to examine the structural composition, writing techniques, and rhetorical applications of poetry lessons. Through curriculum design, the imagery, musicality, and artistry of poetry are integrated into teaching. The study finds that poetry lessons possess unique rhetorical features and rhythmic beauty, which can effectively enhance students' language proficiency and creative interest.This study proposes a set of composition teaching designs for each of the three major textbook versions—Kang Hsuan, Han Lin, and Nan I—and includes corresponding writing guidance sheets as practical references for teachers in Chinese language instruction. Peer teachers’ evaluation feedback is thoroughly analyzed and reflected upon, serving as a foundation for future curriculum development. The study aspires to achieve a synergistic effect between poetry teaching and composition instruction through collective efforts, revitalizing students' writing and enriching teachers’ composition teaching practices.