高中國語文經驗教師小說教學實踐策略之探討

A Study on Chinese Novel Teaching Strategies Employed by Experienced Chinese Teachers in High Schools

10.6384/CIQ.202104_24(2).0006

李鍑倫(Fu-Lun Lee)

小說教學 ； 高中國語文 ； 經驗教師 ； 滾雪球抽樣 ； novel teaching ； Chinese Language Arts in Senior High School ； experienced teacher ； snowball sampling

課程與教學

24卷2期（2021 / 04 / 01）

153 - 180

繁體中文

本研究旨在探討有效的高中小說教學實踐策略，首先透過滾雪球抽樣，擇定教育部高中國文學科中心的三位種子教師，以及一位現職高中華語文教師為訪談對象，探究他們的小說教學理念、教學歷程、具體實施策略、自我省思和轉變，從中理解高中國語文小說教學的有效實踐策略，冀能提供現場教師實施小說教學之參考與指引。研究結果顯示：（一）以小說結構要素規畫教學內容，有助於引導學生認識小說的獨特內涵；（二）使用有層次的提問，促進學生思考、討論與探索，能深化學生對文本内涵的理解；（三）安排實作任務，提供學生應用所學的經驗，能促進他們發展高層次思維及表達能力；（四）小說教學重在啟發學生獨立思考的能力，兼及培養對他人「同情共感」的體會；（五）依不同類型的小說特質，回應學生的學習需求，能有效彌補學生因先備知識不足而產生的理解隔閡。

This study aims at exploring effective teaching strategies of novels in high schools. By adopting snowball sampling, the researcher selected three seed Chinese teachers from MOE's High School Chinese Education Resource Center and a TCSL teacher currently teaching in a high school as interview targets. During interviews with the four experienced Chinese teachers, the researcher posed questions about their concept for teaching novels, their self-reflection, and personal transformation through teaching novels. The teachers also shared effective strategies for Chinese novel teaching in high schools. The researcher hopes that the study can provide reference and guidance for teachers who teach Chinese novels in high schools. The research findings are as follows: (1) Using structural elements of novels to organize the overall teaching plan can help students understand the unique characteristics of novels; (2) Using layered questions to guide students to think, discuss, and explore can deepen their comprehension of a novel's contents; (3) The performance tasks provide learning experience by application of the concepts learned can enhance students' thinking and self-expression abilities; (4) Meaningful novel learning experiences for students can improve their independent thinking abilities and cultivate empathy for other people; (5) Responding to students' learning needs based on the characteristics of different types of novels can bridge their understanding gaps caused by a lack of prior knowledge.

1. 王開府(2008)。心智圖與概念模組在語文閱讀與寫作思考教學之運用。國文學報，43，263-296。
   連結：
2. Anderson, L. W.(Ed.),Krathwohl, D. R.(Ed.),Airasian, P. W.(Ed.),Cruikshank, K. A.(Ed.),Mayer, R. E.(Ed.),Wittrock, M. C.(Ed.)(2001).A taxonomy for learning, teaching, and assessing: A revision of Bloom’s educational objectives.New York, NY:Addison Wesley Longman.
3. Baumann, J. F.,Bergeron, B. S.(1993).Story map instruction using children’s literature: Effects on first graders’ comprehension of central narrative elements.Journal of Reading Behavior,25(4),407-437.
4. Ben-Peretz, M.(1990).The teacher-curriculum encounter: Freeing teachers from the tyranny of texts.Albany, NY:State University of New York Press.
5. Benton, M.,Fox, G.(1985).Teaching literature: Nine to fourteen.Oxford, England:Oxford University Press.
6. Borich, G. D.(2011).Observation skills for effective teaching.Boston, MA:Pearson Education.
7. Callison, K.,Carriere, C.,Duke, N. K.,Pearson, P. D.,Schatschneider, C.,Torgesen, J.(2010).Improving reading comprehension in kindergarten through 3rd grade: IES practice guide.Washington, DC:National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
8. Clandinin, D. J.(1986).Classroom practice: teacher images in action.London, England:Falmer Press.
9. Clandinin, D. J.,Connelly, F. M.(1987).Teachers’ personal knowledge: What counts as personal in studies of the personal.Journal of Curriculum Studies,19(6),487-500.
10. Dewey, J. (1938). Experience and education. New York, NY: Macmillan.
11. Dimino, J. A.,Gersten, R.,Carnine, D.,Blake, G.(1990).Story grammar: An approach for promoting at-risk secondary student’s comprehension of literature.The Elementary School Journal,91(1),19-32.
12. Elbaz, F.(1983).Teacher thinking: A study of practical knowledge.London, England:Croom Helm.
13. Estes, T. H.,Mintz, S. L.,Gunter, M. A.(2011).Instruction: a models approach.Boston, MA:Allyn & Bacon.
14. Fisher, D.,Frey, N.,Hattie, J.(2016).Visible learning for literacy, grades K-12: Implementing the practices that work best to accelerate student learning.Thousand Oaks, CA:Corwin.
15. Fisher, R.(1990).Teaching children to think.Oxford, England:Basil Blackwell Ltd.
16. Forster, E. M.(1976).Aspects of the novel.Harmondsworth, England:Penguin Books.
17. Gall, M.(1984).Synthesis of research on teachers’ quentioning.Educational Leadership,42(3),40-47.
18. Hamilton, C. (1918). Materials and methods of fiction (revised and enlarged). London, England: George Allen & Unwin Ltd.
19. Handal, G.,Lauvas, P.(1987).Promoting reflective teaching.Milton Keynes, England:Open University Press.
20. Kameenui, E. J.,Simmons, D. C.(1990).Designing instructional strategies.Columbus, OH:Merrill Publishing.
21. Kissner, E.(2006).Summarizing, paraphrasing, and retelling: skills for better reading, writing, and test taking.Portsmouth, NH:Heinemann.
22. Lukens, R. J.,Cline, R. K. J.(1995).A critical handbook of literature for young adults.New York, NY:HarperCollins College Publishers.
23. McTighe, J.,Wiggins, G. P.(2013).Essential questions: opening doors to student understanding.Alexandria, VA:Association for Supervision and Curriculum Development.
24. Morrow, L. M.(1984).Reading stories to young children: Effects of story structure and traditional questioning strategies on comprehension.Journal of Reading Behavior,16(4),273-288.
25. Protherough, R.(1986).Teaching literature for examinations.Milton Keynes, England:Open University Press.
26. Raphael, T. E.(1986).Teaching question-answer relationships, revisited.The Reading Teacher,39(6),516-522.
27. Raphael, T. E.,Highfield, K.,Au, K. H.(2006).QAR now: A powerful and practical framework that develops comprehension and higher-level thinking in all students.New York, NY:Scholastic.
28. Redfield, D. L.,Rousseau, E. W.(1981).A meta-analysis of experimental research on teacher questioning behavior.Review of Educational Research,51(2),237-245.
29. Rosenblatt, L. M.(1978).The reader, the text, the poem: The transactional theory of the literary work.Carbondale, IL:Southern Illinois University Press.
30. Simmons, J. S.,Deluzain, H. E.(1992).Teaching literature in middle and secondary grades.Needham Heights, MA:Allyn & Bacon.
31. Tomlinson, C. A.(1999).The differentiated classroom: Responding to the needs of all learners.Alexandria, VA:ASCD.
32. van Manen, M.(1982).Phenomenological pedagogy.Curriculum Inquiry,12(3),283-299.
33. 方祖燊(1995).小說結構.臺北市:東大圖書.
34. 王淑芬(2019).少年小說怎麼讀？從讀到解讀,到孩子從小說中培養閱讀素養.臺北市:親子天下.
35. 王瓊珠(2010).故事結構教學與分享閱讀.臺北市:心理.
36. 李崇建,甘耀明(2017).閱讀深動力：從「對話」開啟閱讀,激發出孩子的不凡人生.臺北市:寶瓶文化.
37. 李喬(1996).小說入門.臺北市:大安.
38. 邱于芸(2014).用故事改變世界：文化脈絡與故事.臺北市:遠流.
39. 許榮哲(2015).小說課2：偷故事的人.臺北市:國語日報.
40. 陳嘉英(2017).打造閱讀的鷹架：閱讀力就是未來的競爭力.臺北市:五南.
41. 華林一譯（1924）小說法程（Clayton Hamilton 原著，1918年出版）。上海市：商務印書館。
42. 劉世劍(1994).小說概說.高雄市:麗文文化.
43. 蔡曉楓,鄭圓鈴,王秀梗,李函香,李怡佩,李鍑倫,劉怡佳(2016).小說學習檔案.臺北市:國家教育研究院.
44. 鄭圓鈴(2013).有效閱讀：閱讀理解,如何學？怎麼教？.臺北市:天下雜誌.
45. 魏飴(1999).小說鑑賞入門.臺北市:萬卷樓圖書.