敘事課程之文本選擇與組織原則探究

The Principles of Selecting Narrative Texts and Content Organization for a Narrative Curriculum

10.6151/CERQ.2011.1903.03

簡良平(Liang-Ping Jian)

識能 ； 敘事文本 ； 敘事課程 ； Literacy ； narrative text ； narrative curriculum

當代教育研究季刊

19卷3期（2011 / 09 / 30）

83 - 120

繁體中文

本文目的在論述敘事課程內容的文本選擇原則與課程組織原則，主要以敘事文本為範疇，藉以引導學童進入敘事理解與敘事活動，達成提升其語文識能的目標。敘事文本選擇區分為內容選擇及形式選擇，前者包含符合教育目的之道德與智識內涵、學童社會認同與文化理解需求、心理發展與情意滿足等原則的判斷；後者，係指敘事文本形式選擇，乃評選其是否具備敘事要素、敘事結構、敘事言說特質表達完整的意義，適合學童演練敘事理解策略及參與敘事活動者。課程組織以順序性及統整性考量，前者參照學童概念認知與心理發展階段、敘事文本知識內涵與言說形態，連續組織敘事文本順序；後者統整性組織指主題閱讀規劃，由文本含括議題連結學童生活經驗及其他領域的知識學習，或篩選敘事文本脈絡的社會問題作為探索標的，發展應用知識於讀、寫敘事活動，提升解決問題的行動力，敘事成為課程實施架構。本文討論課程慎思原則，希冀教師課程決定之際多與參照，考量融入學校課程系統，提升敘事課程實踐性。

The purposes of this paper are to connect the concepts of literacy, text and curriculum, and to focus on exploring the principles of choosing narrative texts and organizing them into a narrative curriculum. Text content is evaluated to examine if the meanings of the narrative text content meet educational goals, to examine how the narrators form social context and guide the audit to confirm self-identity and social identity, and to examine how text content affects student thinking in developing optimistic emotions through reading activities. When choosing narrative text forms, one must evaluate the narrative elements, narrative structure, and narrative styles all in the text context, and determine if the narrator connected every part to the entire meaning of the story.The principle of organizing narrative curriculum content requires an exploration of the relationships between the structure of narrative texts and the stages of children’s literacy development. Teachers can develop a thematic curriculum in order to encourage reading narrative texts in sequence, and design an integrated curriculum through asking questions from the context of stories, choosing one of the questions to form the exploring activities across other disciplines, and finding the resolution with their students so as to react with reading and writing in real situations. Finally, we can elevate students’ literacy through narrative curriculum implementation in the school system.

1. 阮凱利(2006)。再概念化教學─敘事取向。課程與教學季刊，9(2)，75-87。
   連結：
2. 張冬梅、黃秀霜、陳惠萍(2010)。實施故事結構創作教學之成效。課程與教學季刊，13(2)，77-98。
   連結：
3. 曾肇文(2005)。敘事探究對敘事教學的啟示─理念與實例。新竹教育大學學報，21，75-109。
   連結：
4. Abbott, H. P.(2003).The Cambridge introduction to narrative.Cambridge, UK:Cambridge University Press.
5. Apple, M. W.(1992).The text and cultural politics.Educational Researcher,21(7),4-19.
6. Applebee, A. N.(1978).The child's concept of story.Chicago, IL:University of Chicago Press.
7. Baldock, P.(2006).The place of narrative in the early tears curriculum: How the tale unfolds.London:Routeledge.
8. Barone, T. E.(1992).A narrative of enhanced professionalism: Educational researchers and popular storybooks about school people.Educational Researcher,21(8),15-24.
9. Casla, M.,Proveda, D.,Rujas, I.,Cuevas, I.(2008).Literacy voice in interaction in urban storytelling events for children.Linguistics and Education,19,37-55.
10. Conle, C.(2003).An anatomy of narrative curricula.Educational Researcher,32(3),3-15.
11. Conle, C.(1997).Images of change in narrative inquiry.Teachers and Teaching,3(2),205-219.
12. Crocco, M. S.(2005).Teaching Shabanu: the challenges of using world literature in the US social studies classroom.Journal of Curriculum Studies,37(5),561-582.
13. Duchan, J. F.(ed.),Bruder, G. A.(ed.),Hewitt, L. E.(ed.)(1995).Deixis an narrative: A cognitive science perspective.Hillsdale, NJ:LEA.
14. Egan, K.(1997).The educated mind: How cognitive tools shape our understanding.Chicago, IL:University of Chicago Press.
15. Genette, G. ,Lewin, J. F.(Trans.)(1988).Narrative discourse revisited.New York:Cornell University Press.
16. Goodman,S. R.(ed.),Graesser, A. C.(ed.),Ven Den Broek, P.(ed.)(1999).Narrative comprehension, causality, and coherence: Essays in honor of Tom Trabasso.Mahwah, NJ:LEA.
17. Grugeon, E.,Gardner, P.(2000).The art of storytelling for teachers and pupils: Using storks to develop literacy in primary classrooms.London:David Fulton.
18. Huck, C. S.,Hepler, S.,Hickman, J.,Kiefer, B. L(2001).Children's literature in the elementary school..New York:McGraw-Hill.
19. Kindt, T.(ed.),Muller, H. H.(ed.)(2003).What is narratology? Questions and answers regarding the status of a story.New York:Walter de Gruyter GmbH.
20. Lauritzen, C.,Jaeger, M.(1997).Integrating learning through story: The narrative curriculum.Albany, NY:Delmar Publishers.
21. Leinhardt, G.,Stainton, C.,Virji, S. M.,Odoroff, E.(1994).Learning to reason in history: Mindlessness to midfulness.Cognitive and instructional process in history and the social sciences,Hillsdale, NJ:
22. Mandl, H.(ed.),Stein, N. L.(ed.) ,Trabasso, T.(ed.)(1984).Learning and comprehension of text.Hillsdale, NJ:LEA.
23. Martinez, M. G.,McGee, M.(2000).Children's literature and reading instruction: Past, present, and future.Reading Research Quarterly,35(1),154-169.
24. McEwan, H.(ed.),Egan, K.(ed.)(1995).Narrative in teaching, learning, and research.New York:Teachers College Press.
25. Miall, D. S.,Kuiken, D.(2001).Shifting perspectives: Readers' feelings and literary response.New perspectives on narrative perspective,Albany, NY:
26. Mitchell, W. J. T.(ed.)(1981).On narrative.Chicago, IL:The University of Chicago Press.
27. Morrow, D.(2001).Situation models and point of view in narrative understanding.New perspectives on narrative perspective,Albany, NY:
28. Nunning, A.(2001).On the structure of narrative texts: Step toward a constructivist narratology.New perspectives on narrative perspective,Albany, NY:
29. Phelan, J.(2001).Why narrators can be focalizer-and why it matters.New perspectives on narrative perspective,Albany, NY:
30. Phelan, J.ed.、Rabinowitz, P. J.ed.、申丹譯、喬國強譯、馬海良譯、宁一中譯、陳永國譯、周靖波譯(2007)。當代敘事理論指南。北京=Beijing:北京大學出版社=Peking University Press。
31. Prince, G.(1988).A dictionary of narratology.London, UK:University of Nebraska Press.
32. Rabinowitz, P. J.(1987).Before reading: Narrative conventions and the politics of interpretation.Ithaca, NY:Cornell University Press.
33. Schiffrin, D.(1996).Narrative as self-portrait: Sociolinguistic construction of identity.Language in Society,25,167-203.
34. Sfard, A.,Prusak, A.(2005).Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity.Educational Researcher,34(4),14-22.
35. Tambling, J.(1991).Narrative and ideology.Milton Keynes, PA:Open University Press.
36. Thornborrow, J.(ed.),Coates, J.(ed.)(2005).The sociolinguistics of narrative.Amsterdam:John Benjamin.
37. Toolan, M. J.(1988).Narrative: A critical linguistic introduction.London:Routhledge.
38. van Peer, W.(2001).Justice in perspective.New perspectives on narrative perspective,Albany, NY:
39. Williams, L. E.(1996).Behind the bedroom wall.New York:Scholastic.
40. 王瓊珠(2004)。故事結構教學與分享閱讀。臺北=Taipei, Taiwan:心理=Psychological。
41. 陳平原(2009)。中國小說敘事模式的轉變。北京=Beijing:北京大學出版社=Peking University Press。
42. 曾肇文(2005)。一個敘事課程的建構與實施─以「生活領域」為例。新竹教育大學學報，25(1)，21-52。
43. 簡良平(2010)。敘事課程定義與基礎論述：提昇學童語文識能取徑。「全球化時代之關鍵能力與教育革新」學術研討會，臺北=Taipei, Taiwan:

1. 簡良平(Liang-Ping Jian)(2022)。Atayal敘事與「我們的」文化回應課程－反省文化內容適宜性。教科書研究。15(2)。31-75。