多元識讀與動畫敘事課程在國語文領域統整中的應用
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Date
2006-10-??
Authors
徐靜嫻
Ching-Hsien Hsu
Journal Title
Journal ISSN
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Publisher
國立臺灣師範大學研究發展處
Office of Research and Development
Office of Research and Development
Abstract
本研究乃研究者與一個九人國小教師團隊，透過合作探究方式共同研發課程的歷程與結果。筆者有感當下諸多國語文領域的統整，缺乏對國語文領域本質與內涵之深究，導致國語文在統整課程中被稀釋化的現象。筆者透過教師團隊研習的方式，引導教師重新反省與建構對此面向的理解，並根植於相關理論發展出一個國語文領域統整的課程。研究結果顯示，以多元識讀的方式將動畫敘事課程運用至國小低年級國語文領域統整課程，在建立孩子對閱讀理解與策略應用、多元識讀能力之提升、以及生命經驗之分享上都有其積極的意義。另一方面，九人教師團隊亦肯定並建議，未來關於師資培育專家教授與現場教師專業成長團隊的互動上，合作探究模式是一個可以採行的方向。
The purpose of this paper is to describe and analyze, by means of collaborative inquiry, the results of a Chinese language curriculum development project. More specifically, the researchers were concerned with the possibility of using animated narratives and other multi-media applications in designing an integrated Chinese Language curriculum. Our research shows that the use of a narrative curriculum produces positive results in reading comprehension, the use of reading strategies, the improvement of multi-literacy skills, and the ability to share life experiences in Chinese. In addition, collaborative inquiry as a mode of interaction is highly recommended for cooperative efforts involving college experts and classroom practitioners in the future.
The purpose of this paper is to describe and analyze, by means of collaborative inquiry, the results of a Chinese language curriculum development project. More specifically, the researchers were concerned with the possibility of using animated narratives and other multi-media applications in designing an integrated Chinese Language curriculum. Our research shows that the use of a narrative curriculum produces positive results in reading comprehension, the use of reading strategies, the improvement of multi-literacy skills, and the ability to share life experiences in Chinese. In addition, collaborative inquiry as a mode of interaction is highly recommended for cooperative efforts involving college experts and classroom practitioners in the future.