在高中國文課融入思考訓練的試探性研究

Teaching "Thinking" through the High School Chinese Literature Curriculum: An Exploratory Study

10.6172/BSE200603.3001012

陳美芳(Mei-Fang Chen)

思考能力訓練 ； 融合國文及思考訓練的教學 ； Chinese literature curriculum ； integration of skills ； convergent thinking

特殊教育研究學刊

30期（2006 / 03 / 01）

243 - 260

繁體中文

本研究透過跨專業領域合作，在一所高中資優班的國文教學場域中，發展融合國文及思考訓練的課程。研究資料來源包括研究小組討論轉錄資料、教學現場觀察筆記、教案及學生對國文課的描述資料。經由一年的試探，研究小組發現教師可經由連結相似經驗、補充異質經驗促發學生思考，在本文中並完整的敘述由備課至授課的整體課程設計案例。本研究並請學生描述對國文課的觀察與回饋，探究本教學設計的可行性。研究初步發現結合國文與思考訓練的課程可說成功的歐動了學生上國文課的動力，對老師與學生都發生了一些正面影響，但本研究並未由學生語文及思考能力的實質表現檢驗本課程的效果，這是未來仍待研究補足的部份。

In this study a heterogeneous research group, consisting of teachers who majored in Chinese literature, gifted education or educational psychology, worked together for one year to development curricula that could integrate Chinese literature and the development of convergent thinking skills. This article reports the major strategies used in designing curricula and provides samples of curricula designed by the research group. Our conclusion is that a curriculum which integrates Chinese literature with convergent thinking skills can clearly enhance students' motivation to study, explore and discuss Chinese literature. Thus the use of such a curriculum will certainly have a positive impact on both teachers and students of Chinese literature. However, this research project was of limited scope insofar as it did not attempt to empirically evaluate students' verbal and thinking abilities and the presumed degree of improvement in these abilities.

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