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國語科記敘文形式深究之讀寫整合教學 設計 楊 裕 貿 國立台中教育大學語文教育學系副教授兼系主任 摘要 現行國小國語課堂採用「混合教學法」教學,先教「閱讀」 ,再從課文的內 容與形式,設計「寫作」 、 「說話」及「寫字」之教學活動,以讓課文的學習延伸 至寫作、說話及寫字。從閱讀到寫作本是「讀寫整合」精神的展現,惟現行的教 學卻常是閱讀教學歸閱讀教學,而寫作教學再另起爐灶作設計與安排,完全忽略 了二者的連結。如此一來,除了增加教學者與學習者的負擔外,也無法讓學生統 整讀、寫知識,以及轉換應用讀、寫知識。故本文擬從讀寫整合的角度來思考國 語課堂「形式深究」的教學設計,針對文體教學、分段教學、段落內容層次教學、 段落大意、文章結構、全課大意提出教學方式的調整與改變,以讓讀、寫可以充 分結合,發揮閱讀及寫作學習效能。 關鍵詞:國語、記敘文、形式深究、讀寫整合 The Structure-exploring Instructional Design of Chinese narration Based on Reading-writing integration
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At present, mixed-method teaching is mainly adapted in Chinese class. Reading is taught first, and there are teaching activities of handwriting, speaking, and writing designed via the content and structure of a text followed. In other words, text-learning is extended to aspects of handwriting, speaking, and writing. Reading and writing should be integration, but current teaching in Chinese class displays the partition. When reading and writing are taught separately, the burden of teachers and
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