多文本閱讀方案應用於高職國語文課程之行動研究：以「和解」主題為例

Abstract

研究者鑑於導師班學生畢業製作籌備期間的矛盾與衝突，進而期以學生以「和解」主題的多文本閱讀，能達至從旁觀者的角度進入到當事者的生命經驗裡，學習與逝去或是缺憾共存。本研究採取行動研究的方法，以「和解」主題為例，探討融入多文本閱讀的方式在高職國語文課程的可行性。研究者以高三部定教課書〈肚痛帖〉為執行階段一主要文本開展，另挑選了十一篇同樣以「和解」為主題的文本讓學生閱讀。為達研究目的，研究者所搜集的資料包括：學生閱讀學習單、作為前後測的多文本閱讀「和解」概念表單、課後學習問卷、教師省思札記、學生訪談資料，來檢視學生歷程中的改變情形與其中的困境，進而給予研究者教學上的省思與成長。經過十週的課程教學後顯示： 1. 學生於「和解」主題的多文本閱讀，對和解概念大多有進步。 2. 部分學生對「概念」提出質疑，提出或許行動才是最困難的。 3. 學生對於多文本閱讀教學普遍持肯定的態度且希望未來有更多相關課程。 4. 教師於課程結束後，獲得教學上實質的省思與成長。 根據上述結果，研究者提出相關建議，以作為未來在國語文課程中採主題式多文本閱讀的課程設計及教學之參考。This study adopts a qualitative research method to explore the possibility of incorporating the theme of"reconciliation" into the high school Mandarin language curriculum through the use of multiple texts. The researcher used the textbook "The Stomachache Post" as the main text for implementation, and selected eleven other texts with the same theme of "reconciliation" for students to read. The researcher, recognizing the conflicts and conflicts that occurred during the graduation preparation period of the mentor class students, thus came up with this theme, in order for students to be able to achieve the experience of entering the lives of the parties from the perspective of an onlooker through reading the theme of"reconciliation" and learn to coexist with the past or regrets. To achieve the research goal, the researcher collected data including: student reading learning lists, multiple text reading "reconciliation" concept forms used as pre- and post-tests, post-learning questionnaires, teacher reflection notes, and student interview data, to examine the changes and difficulties in the student's journey, and thus provide teaching reflection and growth for the researcher.

After 10 weeks of teaching, theresults showed: 1. Students generally made progress in their understanding of the concept of reconciliation after the multiple text "reconciliation" theme course. 2. Some students questioned the concept and argued that perhaps taking action was the most difficult part. 3. Students generally had a positive attitude towards multiple text reading instruction and were willing to accept it. 4. The teacher also gained substantial reflection and growth in teaching after the end of the course. Based onthese results, the researcher also made relevant recommendations as a reference for future curriculum design and teaching in the theme-based multiple text reading in Mandarin language courses.