國中學生在學思達國文課學習經驗之探究

Abstract

本研究旨在了解國中生對學思達國文課的看法與感受 藉由問卷、觀察與訪談方式蒐集資料研究場域為台北市一所公立國中研究參與者為剛升上七年級共 2 2 位學生。根據研究發現本研究結論為：一、學生認為學思達國文課是「好玩」、「有趣」、「很輕鬆但不會放縱」、「比較多討論、可以發表個人意見、會分組、自己想答案」的課，前二項與老師的教學活動有關，後二項能彰顯學思達教學的理念 。二、學生認為學到的屬於認知層面及情意層面與一般國文課所學的內容相同 ，而技能層面的團隊合作、溝通表達與自學能力較能彰顯學思達教學的理念。三、學生在課堂中主要經由老師引導及自編講義來學，並從中培養自學 與思考能力。四、學生認為課本習作是簡單的，但考試是困難的其遇到的困難為成語、字音字形、文言文、閱讀手寫題 。五、對上台發表會緊張與不緊張的學生佔各半 ；過半數的學生表示不喜歡上台發表，因怕講錯 、 同儕反應；學生認為上台發表的幫助為有勇氣發表 。六、學生認為小組學習有同伴、可以互助共學、能意見交流、傾聽他人想法對學習有幫助 但也有學生認為要看組員是否配合 。七、學生準備考試的方式為寫國字注音、看課文、看補充講義、看注釋；學生對於學好國文的看法可分為考試導向、實用取向。基於上述結論本研究從二個面向提出研究建議。在教師教學方面學思達結合多元教學能有效引起學生學習動機； 在培養學生自學時 需逐步引導學生掌握學習要領； 對於小組學習 教師可在巡視課堂中提供協助 讓未能積極參與的學生可以參與討論；在上台發表方面 營造友善、尊重包容的學習氣氛能鼓勵學生更有勇氣上台發表。在未來研究方面建議研究者可進行縱貫性研究比較學生在經過一段時間的學思達教學下學習的轉變與進步， 或比較不同程度學生的看法， 將能了解更全面的學生的學習經驗。The purpose of this study is to understand the learning experiences, perceptions and feelings of junior high school students in using share-start teaching method on Chinese classes by means of questionnaires, observations and interviews. Based on the findings, the study concluded that1. The students considered using share-start teaching method on Chinese lessons to be"interesting", "fun", "relaxed but not indulgent", and "they would work in groups and think of their own answers". The first two items are related to the teachers' teaching activities, while the last two items can demonstrate the philosophy of share-start teaching method. 2. Students felt that what they learnt was at the cognitive and affective levels was the same as what they would normally learn in a Chinese Language lesson, while the skills of teamwork, communication and expression and self-learning were more indicative of the share-start teaching philosophy.3. Students learn in class mainly through teacher guidance and self-paced handouts, and develop self-learning and thinking skills.4. Students found the textbook assignments easy but the examinations difficult. They encountered difficulties with idioms, word sounds and forms, literary texts and reading handwriting questions.5. More than half of the students said they did not like presenting on stage because they were afraid of making mistakes and peer reactions; students thought that presenting on stage would help them to have the courage to present.6. Students considered that group learning with peers, mutual support, exchange of opinions and listening to others' ideas would be helpful to their learning. 7. Students will prepare for the examination by writing the pronunciation of Chinese characters, reading the text, reading the supplementary handouts and reading the explanatory notes; their views on learning Chinese well can be classified as examination-oriented and practical.

Based on the above conclusions, this study proposes recommendations from two perspectives. In terms of teachers' teaching, when fostering students' self-learning, they shouldgradually guide them to master the learning essentials; combined with a variety of activities can be effective in motivating students to learn；Share-Start Teaching Method combined with a variety of activities can be effective in motivating students to learn；in terms of group learning, teachers can provide assistance during classroom visits so that students who cannot actively participate can take part in the discussion; in terms of presenting on stage, creating a friendly, respectful and inclusive learning atmosphere can encourage students to have more courage to present on stage. In terms of future research, it is suggested that researchers could conduct a longitudinal study to compare the changes and improvements in students' learning over a period of time, or to compare the perceptions of students at different levels, in order to gain a more comprehensive understanding of students' learning experiences.