從朗讀到演說的探究循環—《論語》經典於馬來西亞兒童華語文教學研究

Abstract

本研究採用探究循環的教學方式做行動研究。此探究循環歷程是馬來西亞兒童針對主題《論語》從朗讀、朗誦、寫作到演說的語文教學體驗。兒童讀經教育隨著社會功利主義，學生課業日益繁重，時間、人力、財力有限，以及教學模式停滯，無法突破而慢慢的不再蓬勃。因此，研究者想把兒童讀經與華語文教學結合，並實行在自己的補習中心，以研究探討其可行模式和及其成效。也藉由此研究，提升學生對《論語》學習的興趣，以及把華人社會中華文化的兒童讀經推動的更深、更遠、更廣。在這段探究研究歷程裡，第一步驟透過朗讀引導同學去認識接觸《論語》。通過朗讀導入引發學生對《論語》的興趣。使學生在朗讀到朗誦的歷程中去發現問題，自我參與的去探究，尋找資料並且整理、歸納自己在朗讀和朗誦的一些新知和體會。然後在第三步驟，學生通過老師的教導，學生自己整理、歸納出知識點。第四步驟則是學生進一步自己嘗試寫出針對《論語》的演說內容，也就是《論語》寫作。第五步驟則是學生展現學習成果，而且綜合反思得出結論。第六步驟則是把所學運用和行動出來。整個過程也是培養馬來西亞兒童一個探究的精神。最後，再給學生探究式循環的自我評量問卷，作為驗證學生探究循環的歷程，以及自我學習成效。同時，請八位老師填寫《論語》寫作和演說評量問卷作為三角量測。研究者從老師評量問卷中，驗證教學成效且發現問題與矛盾，加以自我反思檢討。除此之外，研究者也採用了焦點團體訪談法，以輔助驗證量化資料之結果。This action research adopts the inquiry cycle method in teaching Malaysian children “The Analects of Confucius” through reading, recitation, writing and speech. Research is being carried out in researcher’s children tuition centre to find out the effectiveness of inquiry cycle comprising of reading, recitation and speech in teaching"The Analects". This research also promotes students' interest in learning "The Analects" and promotes children's culture of reading Chinese classics among the Chinese society. During the first stage of inquiry cycle, students are guide to tune in about “The Analects” through reading it aloud and building up students’ interest. While reading, students discover problems, take initiative to further explore, search for information, and learn to organize the knowledge acquired. In the third stage,students integrate their own understanding and teacher’s explanation on “The Analects”. Then, students try to write their own speeches of “The Analects” during the fourth stage of the cycle. In the fifth and sixth stage, students show their learning outcomes, comprehensively reflect, draw conclusions and finally apply what they have learned. The whole process aims to cultivate inquiry spirit among Malaysian children.Lastly, the students were given self-assessments and interviewed in focus group to verify the effectiveness of inquiry cycle teaching method and examine the results of students’ self-learning. Then, eight teachers were asked to evaluate students’ writings and speeches as triangulation. From the outcomes obtained, researcher verifies the teaching effectiveness, discover problems and contradictions, and conducts self-reflection review.