批判教育學在高中國文課程的教學應用：以〈劉姥姥〉小說教學為例

An Exploratory Implementation of Critical Pedagogy in a High School Mandarin Chinese Class: The Teaching of the Story of ＂Liu Lao Lao Jin Da Guan Yuan＂

10.6384/CIQ.201907_22(3).0007

李鍑倫(Fu-Lun Lee)

批判教育學 ； 劉姥姥 ； 學習者中心 ； 對話探索 ； 轉化實踐 ； critical pedagogy ； Liu lao lao ； learner-centered ； dialogic inquiry ； transformative practice

課程與教學

22卷3期（2019 / 07 / 01）

151 - 185

繁體中文

本研究以高二學生學習小說文本〈劉姥姥〉為例，旨在探究批判教育學融入高中國文課程的可行性與成效，借鏡Paulo Freire（1921－1997）批判教育學之精神，期望透過「學習者中心（認識／感受）」、「對話探索（反省／思辨）」、「轉化實踐（體驗／行動）」的學習歷程，使學生能從文本世界出發，循序漸進培養出「認識覺察→詮釋分析→討論比較→轉化實踐」的能力，最終得以在現實世界中產生回應、批判、改變生活的行動。本文首先說明Paulo Freire批判教育學之理念對於本研究課程設計的啟示，再者，介紹整體課程教學方案的規劃，並描述實施課程的歷程，藉由蒐集學生的學習資料與回饋，分析其學習歷程的改變以及教學成效，並據以提出教師實踐課程後的批判省思。

This study attempts to explore the possibilities of applying Paulo Freire's (1921-1997) critical pedagogy to a high school Mandarin Chinese class. Focusing on the teaching of the story of ＂Liu lao lao jin da guan yuan＂ in the novel Dream of the Red Chamber, the researcher tried to infuse critical pedagogy to the instructional design, a learner-centered process encouraging ＂dialogic inquiry＂ and ＂transformative practice.＂ It intended, through discussions and dialogues, not only to develop students' abilities to perceive, interpret, and analyze the text, but also to help students be able to take actions to reflect, respond, and transform their lived world. In this paper, the implications of Paulo Freire's critical pedagogy to a high school Mandarin Chinese class was elaborated first. Secondly, the researcher's curriculum design and the process of implementing the curriculum were introduced. Then, the effects of implementing critical pedagogy on students learning through their assignments and feedbacks were further evaluated. Finally, the researcher's reflections on the findings and limitations of applying critical pedagogy to a high school Mandarin Chinese class were shared, too.

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