運用輕小說進行文學圈討論以提升八年級學生樂觀解釋型態之行動研究

Abstract

本研究採樂觀解釋型態（optimistic explanatory style）觀點，運用輕小說作為教學材料，設計以文學圈作為討論模式的教學方案。透過本方案的設計，本研究希望瞭解學生在樂觀解釋型態上的改變情形，並藉此了解輕小說閱讀教學的教學歷程。本研究採用行動研究的方式進行，研究時程為五個月，共計17週，以八年級的學生（共24人）為研究對象。本研究的量化工具使用中學生解釋型態量表進行前測與後測，並以相依樣本t檢定進行統計分析，以評估學生的樂觀解釋型態變化。實施課程方案的期間，亦針對所有課程蒐集課堂影音紀錄、學習文件、課程回饋單、研究者教學省思札記、課後訪談記錄等作為質性資料，以了解學生對於上課內容的意見與感想。研究結果顯示，在學生的樂觀解釋型態變化情形上，學生面對正向事件的解釋型態沒有顯著提升，面對負向事件的解釋型態則有顯著提升。在各分量表的後測結果上，「正向事件個別性」、「負向事件永久普遍性」有顯著的進步；「正向事件永久普遍性」、「負向事件個別性」則無顯著進步。學生對於輕小說閱讀討論課程實施的歷程、難易程度、閱讀討論和樂觀學習各向度的收穫等方面，皆給予中上程度的評價。根據研究結果，研究者亦在最後提出相關討論與建議，作為教育人員及後續研究者在進行輕小說文學圈情意教學相關研究之參考。

The purpose of this study is to enhance students’ optimistic explanatory by using light novels as teaching material and literature circle as teaching method. The study adopted action methodology and 24 junior-high-school students are recruited to participate the course for 5 months (17 weeks). The “Secondary School Students’ Explanatory Style Questionnaire” are used as pretest and posttest. The researcher chose paired sample t-test to compare the collected data to evaluate the changing of students’ optimistic explanatory style. All the classroom learning records, students’ learning documents, students’ feedbacks toward the curriculum, researcher’s reflective journal, and interview records are collected as qualitative data to have deeper understanding of student’s opinions and thoughts toward the course.The result reveals that there is no significant progress in the aspect of students’ optimistic explanatory toward good events; however, students’ optimistic explanatory towards bad events are significantly higher. As for the posttest, there has a prompt enhancing effect on two (“good events to personal cause,” and “bad events to permanent-pervasive cause,” respectively) out of the six subscales. Students evaluate “above average” to the aspects of “learning process”, “course difficulty”, “reading discussion” and “optimistic learning”. Finally, based on the results, researcher puts forward further discussion and suggestions to educators and researchers who may want to use light novel as teaching material in affective education.