賞識思維在華語文教學上的應用—以胡志明市美國學校中級華語班學生為例

Abstract

賞識思維（Artful Thinking）顧名思義從藝術中培養思考力，為哈佛大學「零點計畫」中的專案，透過藝術思維歷程，引導學生對藝術作品做出反應，並培養學生的思考習慣。專案的目標在於建立藝術與主題教學的連結，讓藝術作為發展思考力的力量。教師扮演著極為重要的角色，引導學生觀察、擴展描述，增進理解，深度思考，挖掘事件、連結經驗，反思生活等，讓思考變得可見。賞識思維的六個核心思維秉性–比較與連接、探索觀點、尋找複雜性、觀察與描述、質疑與調查，推理，本研究將運用兩大思考秉性「觀察與描述」以及「比較與連結」貫穿在三大單元中。三個單元的賞識思維課程融合了單元所學內容知識，吸引學生投入課堂，促進思考。研究者清楚的紀錄下三單元，六堂課中學生們對於藝術作品的回應，以及學生於課堂後對於課程的學習滿意度。期盼透過本研究能提供給華語教學者及相關研究者之參考，營造課堂的思考文化，一起學習運用思考歷程，將思考歷程長期融入在各個單元中，讓課程變得更加有靈活、豐富，有意義，讓中文課成為一門終生學習的課程。As the name suggests, Artful Thinking cultivates thinking ability from art. It is a project of Harvard University's "Zero Point Project". Through the artistic thinking process, it guides students to respond to works of art and cultivates students' thinking habits. The goal of the project is to establish a connection between art and subject-based teaching, so that art can serve as a force for developing thinking. Teachers play an extremely important role, guiding students to observe, expand descriptions, enhance understanding, think deeply, explore events, connect experiences, reflect on life, etc., makingthinking visible.There are six core thinking dispositions of appreciative thinking - compare and connect, explore ideas, look for complexity, observe and describe, question and investigate, and reason. This study will use the two major thinking dispositions"observation and description" and "compare and connect" throughout in three major units. The three-unit appreciative thinking course integrates the content knowledge learned in the unit, attracts students to engage in class, and promotes thinking. The researcher clearly recorded the students' responses to the artworks in the three units and six classes, as well as the students' satisfaction with the course after class. It is hoped that this study can provide a reference for Chinese teaching researchers and related researchers, create a thinking culture in the classroom, learn to use the thinking process together, and integrate the thinking process into each unit for a long time, making the curriculum more flexible and richer, meaningful, making Chinese class a lifelong learning course.