創造思考策略融入國中國文修辭教學之行動研究─以譬喻和映襯為例
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2021
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本研究採用創造思考教學的策略：腦力激盪法、六何檢討法及曼陀羅法，發展融入國中國文修辭教學中的譬喻與映襯修辭課程，透過讓學生練習仿寫、擴寫及創作的方式，讓學生理解在寫作中如何正確使用這兩種修辭，提升學生在撰寫文章時的寫作表現，包含變通力、流暢力、精進力及獨創力，並瞭解學生對修辭教學的學習態度。在本研究中研究者採用行動研究法，針對國中一個八年級班級共31位學生進行研究，透過教學計畫、教學實施、教學觀察與教學省思的循環，反思並精進自己的教學歷程。本研究者使用學生於聯絡簿撰寫的札記與學習單，來評估學生的寫作表現，透過課程回饋問卷和學生訪談，瞭解學生對修辭提升學習態度的情形。根據上述研究結果，研究者在最後提出相關建議，以利後續相關教學課程設計的改進依據，同時也提供未來將實施修辭教學的教師之教學課程實施之參考。
This research adopted creative thinking teaching strategies, including Brainstorming, Six W method, and Mandala, which were integrated into metaphor, foregrounding, and contrasting lessons in junior high school Chinese rhetorical teaching. Through imitating, expanding, and creative practices, students could understand how to use these two rhetorical usages appropriately to promote writing performance, including Flexibility, Fluency, Elaboration, and Originality as well as their attitude toward rhetorical learning. The researcher adopted action research and chose 31 eighth-graders in a class as study subjects. Through the cycle in teaching plan, teaching implementation, teaching observation, and teaching reflection,the teaching process could be reflected and enhanced. The researcher used diaries in their parent-teacher contact books and worksheets to appraise students’ writing performance; the researcher adopted feedback questionnaires and students’ interviews to understand their attitude toward rhetoric learning. According to the above conclusion, the researcher provided relative suggestions for the following curriculum designs and for the teachers who would implement rhetorical teaching in their teaching curriculum.
This research adopted creative thinking teaching strategies, including Brainstorming, Six W method, and Mandala, which were integrated into metaphor, foregrounding, and contrasting lessons in junior high school Chinese rhetorical teaching. Through imitating, expanding, and creative practices, students could understand how to use these two rhetorical usages appropriately to promote writing performance, including Flexibility, Fluency, Elaboration, and Originality as well as their attitude toward rhetorical learning. The researcher adopted action research and chose 31 eighth-graders in a class as study subjects. Through the cycle in teaching plan, teaching implementation, teaching observation, and teaching reflection,the teaching process could be reflected and enhanced. The researcher used diaries in their parent-teacher contact books and worksheets to appraise students’ writing performance; the researcher adopted feedback questionnaires and students’ interviews to understand their attitude toward rhetoric learning. According to the above conclusion, the researcher provided relative suggestions for the following curriculum designs and for the teachers who would implement rhetorical teaching in their teaching curriculum.
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修辭教學, 創造思考策略, 譬喻法, 映襯法, Rhetoric Teaching, Creative-Thinking Strategy, Metaphor, Foregrounding and contrasting