專題探究取向國中國文教學之實踐歷程
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2021
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Abstract
本研究開端之契機為十二年國教新課綱下的課程施行，將專題探究課程帶入國文教學課室之中，為全新嘗試的課程內涵與教學型態，提取專題探究課程核心元素，融合國文原住民文學的多元文本，以翻轉原住民刻板印象為學習任務，在小組合作學習模式中，透過發現問題、蒐羅文獻、研究假設、探究成果、分享發表的教學五階段，讓學生逐步養成國語文核心能力，訓練溝通協調，淬煉後設認知，培育自學素養，緊接以為原住民發聲之探究成果實行價值澄清，感受社會文化的多元風貌，學習平等對待與尊重包容，最終肯定自我學習成就外，也樂於共享學習成果。
採用行動研究模式，以四面向並進分析研究結果，觀察課程中師生的互動情境與歷程，發覺教學所引發學生的具體影響與改變，梳理課程蘊蓄的培力素養、真實情境、團隊合作與解決問題之體現，再由教師的教學樣態實踐，在反身性思維中奠定以學生為主體的學習，誠摯傾聽學生聲音，建立師生互通網絡，促使課程貼近學生需求，教師轉換出柔軟的教態，營造學習是師生共同建構的過程，學生能在自主探索的學習情境中，成為真正的自己，形塑出獨特之學習樣貌。專題探究取向國文課程冀盼襄助學生以探究形式掌握專題與國文的知識知能，獲取充足陶冶後，逐步砥礪出自學能力，遷移至生活情境中，解決真實問題，擁有素養為本的才略。
The reason for the beginning of this research is the implementation of the curriculum under the new syllabus of Curriculum Guidelines of 12-Year Basic Education, bring the thematic inquiry courses into the Chinese teaching class. It is a new attempted course connotation and teaching style, extract the core elements of the thematic inquiry course, integrating multiple texts of Chinese aboriginal literature, to break the stereotypes of the indigenous people as the learning task, in the group cooperative learning model, through the five-stage teaching of discovering problems, collecting literature, researching hypotheses, action plans, and sharing and publishing teaching, let students gradually develop their core competencies in Mandarin, training communication and coordination, build metacognition, cultivate self-learning literacy, immediately after clarifying the value of the action plan for the aboriginal people, feel the diversity of social culture, learn equal treatment and respect and tolerance, in the end, besides affirming self-learning achievements, also happy to share learning results. Adopt an action research model, analyze the research results from four aspects, observe the interaction situation and process of teachers and students in the course, discover the specific impacts and changes of students caused by teaching, organize the training skills accumulated in the curriculum, real situation, the embodiment of teamwork and problem solving, then by the teacher’s teaching style practice, build student-based learning in reflective thinking, sincerely listen to the voices of students, establish a communication network between teachers and students, promote the curriculum to meet the needs of students, the teacher changed his gentle teaching attitude, building learning is a process of joint construction by teachers and students, under the learning situation of independent exploration, students can become true self, shape a unique learning appearance. The course hopes to help students master the knowledge of topics and Chinese language in the form of inquiry, after enough study, gradually develop self-learning ability, migrate to the living environment to solve practical problems, talents with the ability to use knowledge.
The reason for the beginning of this research is the implementation of the curriculum under the new syllabus of Curriculum Guidelines of 12-Year Basic Education, bring the thematic inquiry courses into the Chinese teaching class. It is a new attempted course connotation and teaching style, extract the core elements of the thematic inquiry course, integrating multiple texts of Chinese aboriginal literature, to break the stereotypes of the indigenous people as the learning task, in the group cooperative learning model, through the five-stage teaching of discovering problems, collecting literature, researching hypotheses, action plans, and sharing and publishing teaching, let students gradually develop their core competencies in Mandarin, training communication and coordination, build metacognition, cultivate self-learning literacy, immediately after clarifying the value of the action plan for the aboriginal people, feel the diversity of social culture, learn equal treatment and respect and tolerance, in the end, besides affirming self-learning achievements, also happy to share learning results. Adopt an action research model, analyze the research results from four aspects, observe the interaction situation and process of teachers and students in the course, discover the specific impacts and changes of students caused by teaching, organize the training skills accumulated in the curriculum, real situation, the embodiment of teamwork and problem solving, then by the teacher’s teaching style practice, build student-based learning in reflective thinking, sincerely listen to the voices of students, establish a communication network between teachers and students, promote the curriculum to meet the needs of students, the teacher changed his gentle teaching attitude, building learning is a process of joint construction by teachers and students, under the learning situation of independent exploration, students can become true self, shape a unique learning appearance. The course hopes to help students master the knowledge of topics and Chinese language in the form of inquiry, after enough study, gradually develop self-learning ability, migrate to the living environment to solve practical problems, talents with the ability to use knowledge.
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專題探究課程, 國中國文教學, 教師教態, 小組合作學習, 原住民文學, Project-based Learning, Middle School Chinese Teaching, Teacher's teaching attitude, Group cooperative learning, Aboriginal literature