CSI 與跨學科教學的結合：以繪本啟發學生思維與中文能力的實踐研究

Abstract

本研究以哈佛大學「零點計畫」中的 CSI（顏色、符號、圖像）教學法為核心，結合繪本教學於跨學科華語初級閱讀課堂中的應用，旨在探討其對學生語言能力、思維發展及教學成效的影響。本研究以思維可視化理論為基礎，結合跨學科教學理論、情境學習理論與繪本教學理論，設計創新教學活動，聚焦於將語言學習與科學主題相結合，以促進學生的語言表達能力與思維成長。研究採用混合方法，通過課堂觀察、學生訪談、學習單分析及成效評估，全面探索 CSI 教學法的實施與影響。研究發現，CSI 教學法透過顏色、符號及圖像的視覺化策略，有助於初學者加深對語言概念的理解，增強語言輸出能力，並提升其邏輯思維與批判性思考能力。同時，繪本作為核心教學素材，結合真實情境的學習設計，不僅增強學生的學習動機與投入度，還促進了語言學習與跨學科知識的整合應用。此外，研究結果顯示，CSI 教學法在提升學生學習成效的同時，也促進了其合作能力、自主學習及創造性思維的發展。本研究不僅為華語教學領域提供了創新理論的實證支持，亦提出了結合跨學科與思維可視化策略進行語言教學的實用模型，為未來課程設計與教學實踐提供了重要參考。

This study centers on the Color, Symbol, and Image (CSI) teaching method from Harvard University’s"Project Zero" and its integration with picture book instruction in interdisciplinary elementary Chinese reading classrooms. The research aims to explore the impact of this approach on students’ language proficiency, cognitive development, and instructional effectiveness. This study is based on the theory of Visible Thinking and integrates Interdisciplinary teaching theory, Situated learning theory, and Picturebook teaching theory to design innovative teaching activities. It focuses on combininglanguage learning with scientific themes to promote students' language expression skills and cognitive development. Using a mixed-methods approach, the research collected data through classroom observations, student interviews, worksheet analyses, and effectiveness evaluations to comprehensively examine the implementation and impact of the CSI method. Findings reveal that the CSI teaching method, through its visual strategies involving color, symbols, and images, effectively enhances beginners' comprehension of language concepts, strengthens their language output, and promotes logical reasoning and critical thinking. Additionally, picture books, serving as the primary instructional material, combined with real-world learning contexts, were shown to increase students' motivation and engagement while fostering the integration of language learning and interdisciplinary knowledge. Moreover, the results indicate that the CSI method not only improves students’ academic performance but also enhances their collaboration skills, self-directed learning, and creative thinking. This research provides empirical support for innovative theories in the field of Chinese language teaching and offers a practical model that combines interdisciplinary approaches withvisible thinking strategies, offering valuable insights for future curriculum design and teaching practices.