| 摘要: | 本論文可分為兩個部分，前四章是在說明寫作論文前的心路轉折；第五章之後則是分享我的寫作教學過程與反思。 敘說，是一座搭載著過去、現在與未來的橋梁。在我的正文中，透過觀察、反思與分享，詳細的記錄了我的寫作教學現在與未來，而口試之後，口試委員試著要我一併將「過去」承載起來，也因此有了前四章。 前四章記錄著我在研究所三年中，論文路上所遇到的碰撞與轉彎。從第一次的論文計畫中，寫的是我毫不感興趣的舞蹈創作駐校課程，嚴格來說，這是一門很有趣的課，但是因為自己對於舞蹈的畏懼，使得這個論文主題被拒之門外；第二次好不容易，在眾多的反對聲浪中，我堅持走上寫作研究之途，並很鴕鳥地把自己埋入量化的沙堆中，以為這樣就能讓自己逃離揭示自我，但卻一次又一次在教學現場迷路，頓失寫作研究的目的；於是論文又改了第三次，這一次終於寫出了屬於我的論文，這是一本獨一無二的論文，就像獨一無二的我一樣，是無法假他人之手取而代之的作品。因為它真實，可以觸動人心；因為它動人，可以引發呼應；因為它特別，而引出了一名研究者的過去、現在與未來。 從這裡可以看到我所面臨到對於研究主題選擇的掙扎，面對著是否該做老師所期望的主題，不要有異議就可以早點畢業的期望，或是研究主題是否偉大的理想，甚至自問「這是不是個我想做的研究」的掙扎……，不管是來自內在或外在的期待，對於我的選擇有著什麼樣影響，或是改變著我的每一步決定，都被寫在這裡。與正文相同的，在這裡同樣也寫著我的軟弱與困惑，或許在大多數研究生的眼中，這只是個人的莫名堅持，才帶來這麼多無謂的困擾，但正因為堅持，才會出現這一本有情緒、有呼吸且會成長的論文。雖然這不是一本很完美的作品，但也希望能為正處於研究困境焦慮中的研究生們一點幫助，分享自己也曾走過的焦慮，也許能成為它們的另一個出口。 第五章始為分享寫作教學過程。寫作，是語文能力綜合的產出，一名新手教師滿懷著理想踏入教育環境，提供有別於學生過往的國語文學習方式，積極進行不同策略的寫作教學，雖然在教學過程中，曾經迷失、懷疑過自己，但過程中的不完美，卻在書寫之後被重新理解。一路走來，與學生相處的點點滴滴，也引發回憶，想起過往生命中的學習點滴，重新反省師與生的關係，找到新的詮釋。 於學校現場進行寫作教學，其實不是件容易的事，除了要克服校內所安排的既定課程進度之外，也需在寫作教學中投入更多創意，以引發學生寫作動機，才能更有利於學生學習寫作。此篇論文中，筆者使用多種不同寫作教學策略：心智圖、閱讀引導、情境學習摹寫教學、趣味拼貼詩，或是針對寫作開頭進行的練習等。心智圖的寫作教學過程中，筆者透過循序漸進的方式，由團體創思及至個人思考，透過完整的引導流程，學生們大多都能順利完成一篇內容詳盡的文章；而閱讀引導教學中，因為文章較長，因此讓學生由學習單開始進入文章，從猜測文章內容到閱讀，先引發學生們天馬行空的想像，才深入內容探討，最後雖然因為課程時間安排的關係，結束的較為倉促，但若能妥善運用，必能有效增加學生的閱讀知識；至於摹寫教學練習中，透過影片的引導，並讓學生親身體驗所要寫作的物體，由外至內深刻描寫，再擴大寫作範圍，創作有關介紹美食的文章，這樣漸進的教學流程結束後，學生對於感官的體驗又更為深刻，文章內容也更為充實豐富；至於拼貼詩的教學中，學生可以透過文詞的選擇自行選擇新詩主題並進行創作，從中亦可發現學生有趣的作品，令人不由得會心一笑。 每一次的教學過程都在班級中引發不同學習效果，並於論文中完整呈現教學流程，以利讀者及其他有心從事寫作教學的老師進行參考，希望能讓寫作教學的影響力更為擴大並普及。除了教學之外，在教學現場中，教師也是一位學習者。面對教學中的反思，從陌生到理解，從拒絕到接受，從中窺看自我，圓滿自我，而歡笑、淚水便堆砌成心中最美回憶。生命雖然充滿矛盾與迷惑，點點滴滴記憶的累積，卻成為內心滋養茁壯的力量。 教學路途上，秉持著教育愛與良心從事教學，雖然經歷過挫折、迷惘與內心千萬次的掙扎，終於在不斷地跌跌撞撞之後，透過敘說，說出一段屬於新手教師的教學故事。敘說在此看似結束，但未來仍在開始，我願意更堅定腳步，踏出屬於自己的教學路。The thesis is separated into two parts. The first part is about my spiritual path before I wrote my research, and the second part is to share my experience and reflection about my teaching of writing. Narrative is a bridge across the past, now and the future. In my first part, I looked into the area, and then I reflected, shared my experience, and wrote down what happenen in my writing class. The committees’ members asked me to carry the past as well, therefore I wrote down the first to fourth chapters. Here, it recorded the setbacks in the three years. In my first proposal,I wrote about the dance class in NCU. Actually, it is an interesting class, but because of my fear about the dance, I rejected this theme. And at the second time, even though I faced many voices in opposition, I still persisted to do the writing research, and hided myself in the quantitative research. Nevertheless in fact, I have loset my way again and again without any target when I preceded my research. So I tried to change the way, I wrote the third one. Finally, I wrote a thesis which belonged to me. This was a unique thesis, just likethe unique myself, that cannot be written down by anyone else. And because it was a true story, it could touch your heart; because it was moving, it could lead somebody reflect; because it was special, so there were full of past, now and future of mine. You could see the struggle about when I choose the subject, I did not know if I chose the topic that my professior expected me to do, or I did not know if the motif was good enough, even I ask myself what I really wanted to do…. No matter the expectation was frone inside or outside, or might influenoe my choice,I wrote it down here. And the same with my second part, I wrote my confusione and weakness in honest. Maybe it was just a weird persistence, so I had so many problems. But it was just because of my insistence; I had a thesis with breath, emotion and growth.It was not perfect, but because I have gone through this, I hope my experience will be the exit of the anxiety of those researchers. Chapter five is a sharing of the teaching process. It describes how a new teacher entered the classroom and applied different strategies in teaching Chinese writing despite a feeling of lost and self-doubt. The difficulties encountered in the process are analyzed, and my reflection on the teacher-student interactions is also included. To carry out this study in a real school is not easy because I had to overcome a lot of difficulties including the teaching and exam schedules while putting in creativity to motivate students’ interest in writing. In this study, I used many different kinds of teaching strategies, including mind mapping, guided reading, scenario-based writing, poems, and practice that focuses on how to begin a composition. I used mind mapping to guide students to think step by step. I used guided reading to help students to start by guessing and use their imagination first before focusing on the details of an article. I used scenario-based writing to help students learn to write about delicious food. I also asked students to choose any words from a newspaper or magazine to make their own poems. Different strategies brought about different effects to the class. The effects are described in this thesis as a reference for teachers who may also want to try these strategies in their writing classes. In the classroom, the teacher is also a learner. I try to reflect when I teach. I can see a lot of changes in myself in this process, which have all become part of my memories and given me strength to grow. Although I was once confused and struggled after many falls, I have finally completed a narrative of my teaching story as a new teacher. The narrative may have come to an end, but my future has just begun. I hope I will eventually find my way to teaching |
