未來化思考工具運用於科大中文閱讀寫作課程之研究－以「時間軸」、「未來輪」回顧過去，迎向未來

Design teaching activities by using ＂The timeline＂ and ＂The futures wheel ＂ in the ＂Chinese Reading and Writing＂ course

洪如薇(JU-WEI HUNG)

閱讀寫作 ； 未來學 ； 時間軸 ； 未來輪 ； 自我追尋 ； Reading and Writing ； Futurology ； The timeline ； The futures wheel ； Self Pursuit

聯大學報

18卷2期（2021 / 12 / 01）

47 - 74

繁體中文

隨著108課綱的啟動、素養導向教學的倡議，大專校院的教學現場有了改變。就中文閱讀寫作教學而言，如何通過閱讀與書寫活動培養學生省思、評鑑與創發的能力成為關注的焦點。本研究在閱讀與寫作課程的「自我追尋」單元中，以「時間軸」及「未來輪」兩項未來化思考工具結合「菲立普六六法」設計教學活動，在為期兩週四堂課的學時中，讓學生透過分組討論共享歷史進而勾勒未來圖像，據此繪製個人未來輪，以「2025年（五年後）的我」為題，描繪更細微、具體的志願，層層推究、評估相關的助力與阻礙以及可能的影響，透過討論與書寫，促進自我省思的能力，學習以多元的角度看待事情，借鑑文學作品中的生命故事與智慧，啟動創發力，為自我成長提供更多的資源與可能。

With the Implement Guidelines of 12-Year Basic Education and the initiative of literacy-oriented teaching, the teaching scene of colleges and universities has changed. As far as the teaching of Chinese reading and writing is concerned, how to cultivate students' ability of reflection, evaluation and creativity through reading and writing activities has become the focus of attention. In this research, in the ＂Self Pursuit＂ unit of the reading and writing course, two futuristic thinking tools, ＂The timeline＂ and ＂The futures wheel＂, combined with the ＂Phillips 66＂ design teaching activities. During the class hours, students are allowed to share history through group discussions and then outline future images. Based on this, draw personal futures wheel. With the theme of ＂2025 (five years later)＂, describe more detailed and specific aspirations, and investigate layer by layer. Evaluate related assistance and obstacles and possible impacts, promote self-reflection ability through discussion and writing, learn to look at both sides of things from multiple angles, initiate creativity, and provide more resources and possibilities for self-growth.

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