思考歷程活動融入線上華語教學研究—以 SDGs 目標 10「減少不平等」為例

Abstract

本研究旨在以哈佛大學教育研究院所提出之「零點計畫」（Project Zero）中基於可見式思考所設計之「思考歷程活動」（Thinking Routines）為教學活動，將SDGs永續發展目標作為核心主題融入華語課堂。帶領學生提升對SDGs議題之理解，同時透過思考歷程活動，提高思考的機會與能力。使語言教學增添國際永續概念與思考的色彩，引領學生透過教材、討論與活動，培養批判思考的能力，了解生活周遭隱藏的重要議題，理解永續發展的概念，並從自身出發成為一位改變世界的行動者，由觀察、傾聽、理解到實踐，使個人乃至世界變得更加永續而美好。本研究自文獻回顧與教學實施後發現以下結論：第一點，使用多模態文本作為教材，可以培養視覺分析能力並導引學生在初中高級語言能力中表現超出既有之水平；第二點，使用「思考歷程活動」可以引導學習者進行更深層次的討論與探索，並在過程中提升學習者使用華語表達的能力；第三點，使用「看—思考—懷疑」、「句—詞—字」及「CSI：顏色、符號、圖像」可以促進學習者之觀察、摘要及比喻的能力；第四點，融入「思考歷程活動」於課堂，可以提升學生對「減少不平等」相關概念的掌握與理解。最後，在目前華語教學場域較少以SDGs永續發展目標為主題及融入思考歷程活動於教學的前提下，本研究期待將國際文化素養及批判性思考融入華語教學之中。This study aims to using the Sustainable Development Goals (SDGs) as a theme while integrating"Thinking Routines", which are designed based on visible thinking from the "Project Zero" initiative by the Harvard Graduate School of Education, into Mandarin classes. By leading students to enhance their understanding of SDGs and utilizing thinking routines, the study aims to increase opportunities and abilities for students’ critical thinking. This approach enriches language teaching with an international sustainable concept and fosters skills of critical thinking through materials, discussions, and activities. Helping students to understand important issues in their lives, grasp the concept of sustainable development, and become those who change the world. Progressing from observation, listening, and understanding to action, make ourselves and the world better and more sustainable.This study reveals four findings: Firstly, using non-literary texts as teaching materials can develop visual analysis skills and guide students to perform i+1’s language abilities. Secondly, using"Thinking Routines" can guide learners to engage in deeper discussions and explorations, thereby improving their ability to express themselves in Mandarin. Thirdly, using "See-Think-Wonder", "Sentence-Phrase-Word" and "CSI: Color, Symbol, Image" can enhance learners' abilities in observation, summarization, and metaphorical thinking abilities. Fourthly, integrating "Thinking Routines" in the classroom can improve students' grasping and understanding the concept of "Reduced Inequalities". In conclusion, given the current limited emphasis on the SDGs and the integration of thinking routines in practices, this study expects to integrate cultural literacy and critical thinking into classes.