運用「工作站學習法」實踐文言文差異化教學 之行動研究

Abstract

本研究旨在規劃文言文差異化教學的工作站，探究運用「工作站學習法」實施差異化教學後，學生的學習表現與進步情形，並針對研究歷程與結果進行教學反省與課程調整。研究方法採取行動研究法，研究者即為教學者，研究對象為臺中市某國中42位八年級學生。研究者以《世說新語》作為教材，融入文言文閱讀策略，並規劃工作站學習法前導課程、核心課程以及統整課程。透過學生的學習日誌、課程回饋單、觀課紀錄、教師省思札記、課程學習單、態度量表等資料，分析歸納得出研究結論如下：一、 三階段課程設計有助於循序漸進地進入工作站學習情境中，前導課程協助學生熟悉文言文自學方法與工作站流程，而統整課程則能彌補工作站「碎片化學習」的缺失。二、 工作站佈置差異化任務，讓不同學習準備度、學習風格的學生得以彈性選擇學習內容，調整學習節奏，將學習的主動權還給學生，能促進學生自主學習。三、 將閱讀理解策略融入工作站中，不僅能提升學生解讀生難字句的能力，還能提升閱讀流暢度。另外，實施本課程後，學生對文言文產生學習興趣、自信心，並獲得成就感。四、 透過學習日誌，引導學生紀錄學習歷程、自我評估與反思，除了看見學習進展之外，也能提升後設認知能力。中文關鍵詞：文言文教學、差異化教學、工作站學習法、行動研究The purposes of the research are to design learning stations for differentiated instruction in classical Chinese, examine the effects of applying “learning stations” in differentiated instruction on students’ learning performance and improvements, and reflect on the research process and results to adjust future course design. The research method is action research. The researcher is the course instructor. The research objects are 42 eighth-graders from a junior high school in Taichung, Taiwan. The researcher used Shishuo Xinyu (A New Account of the Tales of the World) as the instructional material and combined it with strategies for reading classical Chinese, as well as designed introductory, core, and integrated lessons with learning stations. By analyzing the students’ learning logs, course feedback, class observation reports, instructor’s reflective journal, course worksheets, and attitude scales, the research generalized the following conclusions:1. The three-phase course design is conducive to guiding students into the context of learning stations step by step. The introductory lessons can acquaint students with the method of self-learning classical Chinese and learning stations, while the integrated lessons can make up for the deficiencies in the “fragmented learning” of learning stations. 2. The differentiated missions at learning stations enable students to flexibly select learning content and adjust their pace of learning according to their levels of learning readiness and learning styles. Thus, students can retrieve learner autonomy and enhance their motivation for self-directed learning.3. Integrating reading comprehension strategies into learning stations helps improve not only students’ ability to decipher difficult words and phrases but also their reading fluency. After the implementation of the course, the students increased their interest and confidence in learning classical Chinese and gained a sense of achievement.4. By recording their learning process, self-assessment and reflection in the learning logs, students can observe their learning progress and strengthen their metacognitive skills.Keywords: instruction in classical Chinese; differentiated instruction; learning stations; action research