多元識讀與動畫敘事課程在國語文領域統整中的應用－一個國語文領域統整課程發展之經驗分享

Multi-literacy and the Use of Animated Narratives in the Development of an Integrated Chinese Language Curriculum

10.6210/JNTNULL.2006.51.04

徐靜嫻(Ching-Hsien Hsu)

合作探究 ； 多元識讀 ； 敘事課程 ； 國語文領域統整課程 ； collaborative inquiry ； multi-literacy ； narrative curriculum ； curriculum integration for Chinese language courses

師大學報：人文與社會科學類

51卷1&2期（2006 / 10 / 01）

55 - 77

繁體中文

本研究乃研究者與一個九人國小教師團隊，透過合作探究方式共同研發課程的歷程與結果。筆者有感當下諸多國語文領域的統整，缺乏對國語文領域本質與內涵之深究，導致國語文在統整課程中被稀釋化的現象。筆者透過教師團隊研習的方式，引導教師重新反省與建構對此面向的理解，並根植於相關理論發展出一個國語文領域統整的課程。研究結果顯示，以多元識讀的方式將動畫敘事課程運用至國小低年級國語文領域統整課程，在建立孩子對閱讀理解與策略應用、多元識讀能力之提升、以及生命經驗之分享上都有其積極的意義。另一方面，九人教師團隊亦肯定並建議，未來關於師資培育專家教授與現場教師專業成長團隊的互動上，合作探究模式是一個可以採行的方向。

The purpose of this paper is to describe and analyze, by means of collaborative inquiry, the results of a Chinese language curriculum development project. More specifically, the researchers were concerned with the possibility of using animated narratives and other multi-media applications in designing an integrated Chinese Language curriculum. Our research shows that the use of a narrative curriculum produces positive results in reading comprehension, the use of reading strategies, the improvement of multi-literacy skills, and the ability to share life experiences in Chinese. In addition, collaborative inquiry as a mode of interaction is highly recommended for cooperative efforts involving college experts and classroom practitioners in the future.

1. 徐世瑜(2001)。輔導國小教師從事行動研究之歷程探討。課程與教學季刊，4(3)，89-102。
   連結：
2. 徐靜嫻(2005)。「國語文領域統整問題疑、議」再議。新竹師院學報，20，109-130。
   連結：
3. Anstey, M.(2002)."It`s not all black and white": Postmodern picture books and new literacies.Journal of Adolescent & Adult Literacy,45(6),444-457.
4. Beane, J. A.(1997).Curriculum integration: Designing the core of democratic deucation.New York:Teachers College Press.
5. Berghoff, B.,D. J. Leu,C. K. Kinzer(1993).Examining central issues in literacy research, theory, and practice.Chicago:National Reading Conference.
6. Bray, J. N.,Lee, J.,Smith, L. L.,Yorks, L.(2000).Collaborative inquiry in practice: Action, reflection, and meaning making.Thousand Oaks, CA:Sage Publications.
7. Buckingham, D.(1993).Children talking television: The making of television literacy.London:The Falmer Press.
8. Carini, P.(2001).A pedagogy of multiliteracies: Designing social futures.New York:Teachers Collgeg Press.
9. Cazden(1996).A pedagogy of multiliteracies: Designing social futures.Harvard Educational Review
10. Cochran-Smith, M.,Lytle, S. L.(1999).Relationships of knowledge and practice: Teaching learning in communities.Review or Research in Education
11. Connelly, E. M.,Clandinin, D. J.(1988).Teachers as curriculum planners: Narratives of experience.New York:Teachers College Press.
12. Duncum, P.(2004).Visual culture isn't just visual: Multiliteracy, multimodality and meaning.Studies in Art Education.
13. Eisner, E.,W. j. Moody(1990).Artistic intelinences: Implications for education.New York:Teachers College Press.
14. Gardner, H.(1983).Frames of mind: the theory of multiple intelligences.New York:Basic Books.
15. Gardner, H.,W. J. Moody(1990).Artistic intelinences: Implications for education.New York:Teachers College Press.
16. Goodlad, J.(1984).A place called school.New York:Mcgraw-Hill.
17. Greene, M.,W. J. Moody(1990).Artistic intelligence:Implications for education.New York:Teachers College Press.
18. Halliday, M.(1975).Learning how to mean: Explorations in the development of language.London:Edward Arnold.
19. Hiebert, J.,Gallimore, R.,Stigler, J. W.(2002).A knowledge base for the teaching profession: What would it look like and how can we get one?.Educational Resaercher
20. Kellner, D.(1998).Multiple literacies and critical pedagogy in a multicultural society.Educational Theory,48(1),103-122.
21. Kress, G.(2000).A curriculum for the future.Cambridge Journal of Education,30(1),133-145.
22. Lauritzen, C.,Jaeger, M.(1997).Integrating learning through story: The narrative curriculum.Albany, NY:Delmer.
23. Leland, C. H.,Harste, J. C.(1994).Language Arts.
24. Mezirow, J.,Associates(2001).Learning as transformation: Critical perspectives on a theory in progress.San Francisco:Jossey-Bass.
25. Pataray-Ching, J.,Roberson, M.(2002).Language arts.
26. Short, K. ,Bruke, D.(1996).Examining our beliefs and practices through inquiry.Language Arts.
27. Short, K. G.(1997).Inquiring into inquiry.Learning.
28. Short, K. G.(1999).The search for "balance" in a literature-rich curriculum.Theory and Practice
29. Short, K.,Harste, J.,Burke, D.(1996).Craeating classrooms for authors and inquirers.Portsmouth, NH:Heinemann.
30. Short, K.,Kauffman, G.,Kahn, L.(2000).I just need to draw: Responding to literature across multiple sign systems.The Reading Teacher,54(2),160-171.
31. Siegel, M.(1995).More than words: the generative power of transmediation for learning.Canadian Journal of Education,20(4),455-475.
32. Suhor, C.(1984).Towards a semiotics-based curriculum.Journal of Curriculum Studies
33. Weinbaum, A.,Allen, D.,Blyth, T.,Simon, K.,Seidel, S.,Rubin, C.(2002).Teaching as inquiry: Ashing hard questions to improve practice and student achievement.New York:Teachers College Press.
34. 國家教育研究院籌備處(2000)。語文教育的新趨勢：國語課程實驗教學研討會論文集。
35. 教育部(2003)。國民中小學九年一貫課程：語文（國語文）學習領域研習手冊暨教學示例。台北:作者。
36. 趙鏡中(2001)。國語文統整教學的「統整」在哪裡？。教育研究月刊，87，85-97。
37. 劉旭東(2004)。對教師「去理論化」現象的思考。論文發表於國立台北師範學院舉辦之第六屆「兩岸三地課程理論研討會」：課程改革的再概念化，台北市:

1. 江右瑜(Chiang, Yu-Yu)(2022)。敘事課程融入跨領域教學之實踐研究－以大學國文「人際關係」單元為例。通識教育學刊。(29)。123-151。