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| Title: | 閱讀、對話與遊戲：國小綜合活動課程美學之探究 |
| Authors: | 陳麗文
Chen, Li Wen |
| Contributors: | 馮朝霖
林淑玲
陳麗文
Chen, Li Wen |
| Keywords: | 綜合活動學習領域
課程美學
敘事探究
integrate activity learning area
curriculum aesthetics
narrative research |
| Date: | 2008 |
| Issue Date: | 2016-05-09 13:28:54 (UTC+8) |
| Abstract: | 九年一貫課程「將傳統學科統整為七大學習領域」，在知識結構方面的改變，對教師的影響甚大；其中，尤以「綜合活動學習領域」的實施，最令基層教師感到困擾。研究者多年來擔任師資培育中心的教學研究發現，現行九年一貫課程「綜合活動學習領域」的實施，存在著許多問題。綜合課程強調「統整課程」及「合科教學」的部分，期能透過「綜合活動學習領域」的設置及活動過程的體驗與反思，將傳統的分科課程，統整為相互關聯的領域，並且落實學生生活能力的陶養。其若以「美學/哲學的課程取向」論述，教師可依循課程綱要，自主的規劃教學活動，學校也可採取彈性課程的方式，由生活經驗出發，讓學童探索真實生活中的經驗，學習對事物做深入的體驗、判斷與理解意義；因此，如何促使「生活中美感」與「體驗活動」產生聯結，落實學童生活能力的陶養，便成為「綜合活動課程實踐」的關鍵因素。
本文採用敘事分析的探究途徑，針對國小「綜合活動學習領域」教師的教學實踐敘事，進行「教師自我歸因」的敘事意義創塑，強調「閱讀文本、分享對話、游移遊戲」半結構式的課程設計，一種閱讀詮釋、對話視域與遊戲體驗的課程美學探究。本研究發現：
1、透過「教師敘事－自我歸因」的概念範疇，論述「綜合活動學習領域」課程美學之可能實踐途徑；包含：省思跨領域綜合課程的交互作用；充實學生生活使其發展完美人性；閱讀、對話與分享意念的課程實踐；課程中的主體性與情境詮釋以及一種「詮釋性反省的手法」：教師藉以覺察「師生從學習經驗中協商出的意義」，進而重新審視課程中「教育經驗的內涵及意圖」，「敘事」得以「喚醒了課程主體」，一種生命歷程、多元情境脈絡的建構過程、衝擊與協商。
2、透過「課程實踐－教學敘事」的案例分析，探究「觀看/閱讀生活世界」課程美學之可能實踐途徑；包含：協商的、批判性的、互為文本的解讀；師生互為「觀看、傾聽、感覺和感動」；「體驗作為一種學習方式」的課程實施；「故事作為一種學習方式」的課程實施；「想像文本作為一種學習方式」的課程實施以及「詩性智慧作為一種學習方式」的課程實施：綜合活動課程藉以創造出一個「詩性的經驗、感性的融合」，使其經營出一種對話遊戲中的新經驗，由詩、遊戲、美感經驗所構成的學習課程；在學習過程中，師生得以審視「由故事、創造組成，觸及學習者感覺、同情與想像力思維、詩性的體驗和實踐的智慧」。
3、透過「課程美學－詮釋批判」的概念範疇，探究「師生交感於美學視野」的互動過程之可能途徑；包含：詩性的、經驗內容的自我體驗和表白；在意義流動開展中解構自己的課程世界；情境互動、解構文本、賞析與視野融合；一種神話、故事、夢想與想像課程意圖；教育如何促使人們發展自己的知覺力量；如何促使人們發展美好生活的課程實踐：教師藉以審視或覺察「他們處於不斷的變化之中」，一種「主動的學習歷程，一種整體的生命經驗」，而且透過「課程的動態觀點」，所有的課程設計，都可以是一種思維過程的課程經驗，一種美好生活的「覺醒和意識」的模式。
4、透過「課程敘事－語言流動」的分析架構，探究「生活中美感」與「體驗活動」產生聯結之途徑；包含：語言的可能性與「觀看途徑」的運作；「以學生為主體」真實生活世界的知識實踐；能將「生活世界」真實存在的主題加以關連；對話提供未完成性的關連與希望的存有覺察；教育情境的動態發展，人與豐富情境的「邂逅」：教師藉以重新審視過程中「課程片段、組成部分的反思與回饋」，一種「人與情境多樣性的檢視」，透過「自由的實踐」，質疑一切看似靜態與不易變更之社會事實，一種互動不斷演化出渾沌的、眾多不同模式的課程實踐。
Integrating the traditional disciplines into seven main learning areas according to Grade 1-9 Curriculum has imposed great impact on both knowledge structures and the instructors; especially the practice of Integrative Activities Learning really troubles the grass-roots teachers. Base on years of experience as an instructor in Teacher Education Center, I’ve found that the current implementation of Integrative Activities Learning is not easy to be executed in reality. The purpose of Integrative Activities Learning is to emphasize on integrated curriculum and all teaching aspect, and through the participation in the planned activities, students are in the mean time trained to have good life skills. When focusing on Aesthetics/Philosophy Course Orientation, not only the teachers can follow the curriculum guidelines to set the pace of the appropriate teaching plans, the schools can also adopt flexible curriculum; this will be a good way to guide the students in learning, exploring and experiencing daily events. Moreover, through the practice of Integrative Activities, students can learn to link their daily experiences with beauty of life, thus, they’re trained to own life skills.
This abstract uses narrative analysis as the mean to proceed the evaluation on the effectiveness of practicing Integrative Activities Learning in elementary schools. To study the result of stressing on story reading, dialogue sharing and doing waver game – a curriculum for attaining story understanding, dialogue forming and gaming experience. This research found the following points.
1.Through the concept of narrative analysis and self-attribution to realize the possible ways of implementing Integrative Activities Learning in elementary schools. Teachers can guide students to learn to appreciate beauty and moral values in the process of reading, sharing dialogues and thoughts with others and further more, developing good life skills.
2.Through the concept of curriculum practice and teaching narrative to find the possible ways of practicing aesthetics curriculum in schools. Teachers can interact with students by sharing with one another about what their thoughts are in watching, listening and feeling from doing group activities. Through experimenting, reading and imagination brainstorming, Integrative Activities Learning can be a great tool to create a fun and productive learning experience for both teachers and students.
3.Through the concept of curriculum aesthetics and interpretation of critical to determine the possible ways of teacher/student interaction on beauty. Teachers and students can interact through studying myths, stories and dreams; by taking the initiative to learn and share inner thoughts with others, students can cultivate an overall life experience and gain the awakening and awareness through calculated curriculum learning.
4.Through the concept of curriculum narrative and language flow to find the connection between beauty of life and experience activities. Teachers can show the students the possibilities of languages usages, discuss the life themes of this living world with students and help them to examine, question and clarify the seems unchanged social facts and find the core value of their own through participating in the course.
第一章 緒 論
第一節 研究背景 ………………………………………………………………1
第二節 研究動機與目的 ………………………………………………………6
第二章 文獻探討
第一節 國小綜合活動課程的實施……………………………………………8
第二節 綜合活動課程美學的可能性 ………………………………………19
第三章 研究方法
第一節 敘事分析的方法 ……………………………………………………30
第二節 研究架構與歷程 ……………………………………………………38
第四章 研究過程及資料分析
第一節 綜合活動的教學實踐 ………………………………………………66
第二節 對話遊戲的體驗學習 ………………………………………………88
第三節 閱讀對話的故事模式 ……………………………………………122
第四節 對話遊戲的想像文本………………………………………………142
第五節 閱讀對話的詩性智慧………………………………………………193
第六節 綜合活動的課程內涵 ……………………………………………206
第五章 研究結果與討論
第一節 賦權增能的心靈解放 ……………………………………………220
第二節 重新理解的意義建構 ……………………………………………257
第三節 轉化學習的行動能量 ……………………………………………290
第四節 創造熱情的積極意向 ……………………………………………332
第六章 結 論
第一節 教育本質上是一種美學的實踐 ………………………………380
第二節 「教師敘事/自我歸因」的課程詮釋 …………………………385
第三節 「觀看/閱讀生活世界」課程美學之實踐………………………386
第四節 「師生交感於美學視野」的互動途徑 ………………………387
第五節 「生活中美感」與「體驗活動」之聯結途徑 …………………388
第六節 閱讀詮釋、對話視域與遊戲體驗的課程美學 ………………389
參考文獻……………………………………………………………………412
圖一：綜合活動學習領域的教學內涵………………………………………9
圖二：研究過程的再現層級…………………………………………………34
圖三：研究架構與歷程………………………………………………………38
圖四：研究視域之檢視………………………………………………………38
圖五：研究方法之檢視………………………………………………………43
圖六：研究內容之檢視………………………………………………………48
圖七：體驗學習的迴圈過程 …… …………………………………………51
圖八：體驗是一種學習方式的案例…………………………………………52
圖九：故事模式………………………………………………………………53
圖十：故事是一種學習方式的案例…………………………………………54
圖十一：想像文本是一種學習方式的案例…………………………………57
圖十二：詩性智慧是一種學習方式的案例…………………………………59
圖十三：研究目的之檢視……………………………………………………60
圖十四：綜合活動的教學實踐………………………………………………66
圖十五：對話、遊戲的體驗學習……………………………………………88
圖十六：閱讀、對話的故事模式……………………………………………122
圖十七：對話、遊戲的想像文本……………………………………………142
圖十八：閱讀、對話的詩性智慧……………………………………………193
圖十九：綜合活動的課程內涵………………………………………………206
圖二十：賦權增能的心靈解放………………………………………………220
圖二十一：「對話」的體驗學習……………………………………………221
圖二十二：「遊戲」的體驗學習……………………………………………230
圖二十三：「賦權增能」的課程美學………………………………………192
圖二十四：「心靈解放」的課程美學………………………………………239圖二十五：重新理解的意義建構……………………………………………257
圖二十六：「閱讀」的故事模式……………………………………………258
圖二十七：「對話」的故事模式……………………………………………266
圖二十八：「重新理解」的課程美學………………………………………273
圖二十九：「意義建構」的課程美學………………………………………281
圖三十：轉化學習的行動能量………………………………………………290
圖三十一：「對話」的想像文本……………………………………………291
圖三十二：「遊戲」的想像文本……………………………………………301
圖三十三：「轉化學習」的課程美學………………………………………310
圖三十四：「行動能量」的課程美學………………………………………321
圖三十五：創造熱情的積極意向……………………………………………332
圖三十六：「閱讀」的詩性智慧……………………………………………333
圖三十七：「對話」的詩性智慧……………………………………………344
圖三十八：「創造熱情」的課程美學………………………………………355
圖三十九：「積極意向」的課程美學………………………………………366
圖四十：教育本質上是一種美學的實踐……………………………………381
圖四十一：閱讀詮釋、對話視域與遊戲體驗的課程美學 ………………389
圖四十二：對話視域的體驗學習 …………………………………………390
圖四十三：閱讀詮釋的故事模式 …………………………………………396
圖四十四：閱讀對話的想像文本 …………………………………………401
圖四十五：遊戲體驗的詩性智慧 …………………………………………407
表一：綜合活動階段的能力指標 ……………………………………………12 |
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國立政治大學
教育學系
93152513 |
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