概念為本探究與賞識思維之馬來西亞獨中華文新課綱中的實踐研究

Abstract

在馬來西亞獨立中學《課程總綱》教育改革的背景下，本研究深入探討了以 探究為本的教學模式，並結合賞識思維在初中華文教學中的實踐成效。研究旨 在回應新課綱對華文教學的創新要求，激發學生學習興趣，促進深度思考能力 的發展，同時將學習的主導權回歸學生。此研究整合概念為本探究教學與哈佛「零點計劃」賞識思維方法。概念為本 探究強調學生主動提問並遵循七個系統化階段;賞識思維則通過提問、傾聽及 記錄來可視化學生思考。這種整合完全契合新課綱對初中華文教學的改革方向， 特別是在培養閱讀理解、思維表達和文學鑒賞等核心素養方面。賞識思維以藝 術文學作為引導媒介激發語文感知;概念為本探究則提供系統化的文本解析框 架。二者結合體現全人教育理念，並幫助學生建立可遷移的語文能力。為驗證此融合模式的實際效果，研究選取了馬來西亞 C 學校的初中華文課程 作為實踐場域，進行為期一學年的行動研究。通過分析學生的華文學習單、三 次階段性評量成績及問卷回饋，結果顯示，以概念為本探究結合賞識思維的教 學設計不僅完全符合獨中華文新課綱要求，更能有效提升學生的語文素養和思 辨能力，且適用於不同程度的華文學習者，為初中華文教學改革提供了具體可 行的實踐模式。研究結果顯示，即使對華文基礎較弱的學生需要更多支持，此整合教學模 式仍能有效提升他們的學習動機、促進知識的主動建構、增強文本分析與寫作 能力，並強化華文溝通表達技巧。總體而言，概念探究為本結合賞識思維的教 學實踐為培養自主學習的華文素養人才提供了有效途徑，充分了體現新課綱的 教育理念與目標。Under the context of educational reform outlined in the Malaysia Independent High School Curriculum Guideline, this study deeply explores the implementation and effectiveness of a concept-based inquiry teaching model integrated with artful thinking in junior secondary Chinese language instruction. The research aims to respond to the innovative demands of the new curriculum, stimulate student interest, foster deep thinking, and return the agency of learning to the students themselves.This study integrates concept-based inquiry, which emphasizes student-initiated questioning through seven structured stages, with Harvard Project Zero’s artful thinking, which makes student thinking visible through questioning, attentive listening, and recording. This integration aligns perfectly with the reform direction of the new curriculum, especially in cultivating core competencies such as reading comprehension, expressive thinking, and literary appreciation. While artful thinking uses artistic and literary materials to spark linguistic awareness, concept-based inquiry provides a systematic framework for textual analysis. Together, they embody the ideals of holistic education and help students develop transferable Chinese language skills.To verify the effectiveness of this integrated model, the study selected the junior Chinese curriculum at Malaysia's C School as its field site for a year-long action research project. By analyzing student worksheets, three phases of assessment results, and questionnaire feedback, the findings indicate that a teaching design combining concept-based inquiry with artful thinking not only fully meets the requirements of the new Chinese curriculum in Malaysia Independent High Schools but also significantly enhances students’ language proficiency and critical thinking. Furthermore, it is applicable across varying levels of Chinese learners, offering a practical and replicable model for curriculum reform.The results show that although students with weaker Chinese foundations require additional support, this integrated approach can still effectively boost their learning motivation, promote active knowledge construction, improve text analysis and writing skills, and strengthen their Chinese communication abilities. Overall, the implementation of concept-based inquiry integrated with artful thinking provides an effective path for cultivating autonomous, language-proficient learners, and strongly reflects the educational philosophy and goals of the new curriculum.